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Effective Leadership in Early Intervention

Effective Leadership in Early Intervention. Session 1 Week 1 Frameworks for Effective Leadership Camille Catlett, M.A. Investigator Frank Porter Graham Child Development Institute University of North Carolina. Leadership Frameworks.

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Effective Leadership in Early Intervention

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  1. Effective Leadership in Early Intervention Session 1 Week 1 Frameworks for Effective Leadership Camille Catlett, M.A. Investigator Frank Porter Graham Child Development Institute University of North Carolina Early Intervention Leadership Academy MSDE/CTE

  2. Leadership Frameworks • Five Practices of Exemplary Leadership (Kouzes & Posner, 2002) • 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) • Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) • The FISH! Philosophy (Lundin, Paul, & Christensen, 2000) Early Intervention Leadership Academy MSDE/CTE

  3. Leadership Framework 1:Five Practices of Exemplary Leadership (Kouzes & Posner, 2002) • Model the way • Inspire a shared vision • Challenge the process • Enable others to act • Encourage the heart Early Intervention Leadership Academy MSDE/CTE

  4. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Model the Way Commitment 1:Find your voice by clarifying your value • Look in the mirror • Take time for contemplation • Write a tribute to yourself • Record the lessons from leaders you admire • Write your credo • Engage in a credo dialog and assessment • Collect stories that teach values • Audit your ability to succeed Early Intervention Leadership Academy MSDE/CTE

  5. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Model the Way Commitment 2:Set the example by aligning actions with shared values • Create alignment around key values • Speak about shared values with enthusiasm and confidence – even drama • Teach and reinforce through symbols and artifacts • Lead by storytelling • Put storytelling on the agenda • Ask questions • Keep score • Do a personal audit Early Intervention Leadership Academy MSDE/CTE

  6. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Model the Way: An Example The new superintendent of a major inner-city school system inherited a huge budget deficit, below-average student test scores, a highly diverse student body and many other problems. He wanted to demonstrate his commitment to improvement in a highly visible manner. On the first day of school he held a district-wide rally for students, teachers and administrators from throughout the district. He wrote a personal pledge to all and had a local judge administer the pledge as oath before the entire audience. He repeated this act each year he was in office. Early Intervention Leadership Academy MSDE/CTE

  7. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Inspire a Shared Vision Commitment 3: Envision the future by imagining exciting and ennobling possibilities • Read a biography of a visionary leader • Think about your past • Determine the “something” you want to do • Write an article about how you’ve made a difference • Write your vision statement • Become a futurist • Test your assumptions • Rehearse with visualizations and affirmations Early Intervention Leadership Academy MSDE/CTE

  8. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Inspire a Shared Vision Commitment 4:Enlist others in a common vision by appealing to shared aspirations • Get to know your constituents • Find the common ground • Draft a collective vision statement • Expand your communication skills • Breathe life into your vision • Speak from the heart • Listen first – and often • Hang out Early Intervention Leadership Academy MSDE/CTE

  9. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Inspire a Shared Vision: An Example The early intervention program director asked colleagues “to have faith” that her new project would be successful. She said that you really have to believe in what you’re doing and have the conviction that it will happen before you can envision it and make it a reality. She shared her own genuine excitement with others and saw their enthusiasm and energy increase. Early Intervention Leadership Academy MSDE/CTE

  10. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Challenge the Process Commitment 5:Search for opportunities by seeking innovative ways to change, grow and improve • Treat every job as an adventure • Seek meaningful challenges for yourself • Find and create meaningful challenges for others • Add fun to everyone’s work • Question the status quo • Renew your teams • Create an open-source approach to searching for opportunities • Send everyone shopping for ideas Early Intervention Leadership Academy MSDE/CTE

  11. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Challenge the Process Commitment 6:Experiment and take risks by constantly generating small wins and learning from mistakes • Set up little experiments and develop models • Make it safe for others to experiment • Break mindsets • Break it up and break it down • Give people choices • Accumulate yes’s • Admit your mistakes • Conduct pre- and postmortems for every project Early Intervention Leadership Academy MSDE/CTE

  12. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Challenge the Process: An Example The president of a charitable organization wanted to change the culture from one where people were reluctant to take risks for fear of failure to one in which everyone admits and learns from mistakes. So at the end of a fundraising drive he conducted a “postmortem” during which everyone talked about what they learned, what went well, what went poorly and what they could do better next time. He was also the first to admit his mistakes so others felt more comfortable doing the same. Early Intervention Leadership Academy MSDE/CTE

  13. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Enable Others to Act Commitment 7:Foster collaboration by promoting cooperative goals and building trust • Conduct a collaboration audit • Be the first to trust • Ask questions, listen and take advice • Always say “we” • Focus on gains, not losses • Make a list of alternative currencies • Create places and opportunities for information interactions Early Intervention Leadership Academy MSDE/CTE

  14. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Enable Others to Act Commitment 8:Strengthen others by sharing power and discretion • Offer visible support • Assign critical tasks • Enrich people’s jobs • Use modeling to develop competencies • Stop talking and start building at meetings • Enlarge people’s sphere of influence • Educate, educate, educate • Create a learning climate Early Intervention Leadership Academy MSDE/CTE

  15. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Enable Others to Act: An Example A school principal needed to make some radical changes in order to improve student achievement. She created a Leadership Team made up of respected teachers and gave them the discretion to determine curriculum. To show support for this team, at curriculum meetings only the teachers sat at the discussion table. Administrators sat in chairs around the team to signal that they were there to support, not decide. Early Intervention Leadership Academy MSDE/CTE

  16. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Encourage the Heart Commitment 9:Recognize contributions by showing appreciation for individual excellence • Be creative about rewards • Make recognition public • Provide feedback en route • Be a Pygmalion • Foster positive expectations • Make recognition meaningful • Find people who are doing things right • Don’t be stingy about saying “thank you” Early Intervention Leadership Academy MSDE/CTE

  17. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Encourage the Heart Commitment 10:Celebrate the values and victories by creating a spirit of community • Schedule celebrations • Install a public “bragging board” • Create a commemorative award honoring exemplary actions • Demonstrate caring by walking around • Show passion and compassion • Be a cheerleader – your way • Have fun • Set the example – plan a celebration right now Early Intervention Leadership Academy MSDE/CTE

  18. Five Practices of Exemplary Leadership (Kouzes & Posner, 2002)Encourage the Heart: An Example An speech-language pathologist wanted to create a sense of community. After checking with her program director, she installed a “bragging board” in a highly visible location. Whenever she wanted to acknowledge a staff member for an achievement, she wrote a quick thank you note and posted it on the board. Feedback from families and other colleagues were also converted to notes on the board. Soon other personnel started attaching their own notes of thanks and celebration. Early Intervention Leadership Academy MSDE/CTE

  19. Leadership Framework 2: 7 Secrets of Exceptional Leadership(Hegarty & Nelson, 1997) • Vision • Execution • Inspiration • Drive • Ownership • Empathy • Devotion Early Intervention Leadership Academy MSDE/CTE

  20. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997)Vision Vision • The force of a leader’s conviction and scope of vision are often more vital than a position of power and authority • The exceptional leader keeps one eye on the present and one eye on the future • An effective vision must be in a constant state of dynamic change (i.e., revisioning) Early Intervention Leadership Academy MSDE/CTE

  21. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) Execution Execution • Exceptional leaders know that the ability to create a vision is not enough. • Execution turns a vision into reality • Decision making is the Achilles heel for many otherwise capable people • Think in terms of solutions, not problems. Sadly, many people have never learned how to think, only what to think. Early Intervention Leadership Academy MSDE/CTE

  22. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) Inspiration Inspiration • Exceptional leaders create a deep level of trust and rapport with people. • It is not possible or necessary for you to be perfect. In fact it is necessary for you not to act as if you were. • You can develop the skills to know how to convey a vision. To convey it compellingly is as critical as the vision itself. • People are inspired by powerful, positive, meaningful experiences. Early Intervention Leadership Academy MSDE/CTE

  23. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) Drive Drive • Drive is often described as a passionate commitment to accomplish something significant - -a deep and continuous striving to fulfill one’s potential • Exceptional leaders may or may not stand out in a crowd, but they are willing to stand apart from any person or crowd that will hinder them from what they are trying to achieve • Do what you value and what excites you. You may not change the world, but you can change your world. Early Intervention Leadership Academy MSDE/CTE

  24. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) Ownership Ownership • Don’t take setbacks personally, and distinguish between having a failure and being a failure • Fully accept personal responsibility, for successes and failures • Ownership focuses a person’s attention like a laser. Research has shown that ownership impacts how a person sees the world and what things in that world are important. Early Intervention Leadership Academy MSDE/CTE

  25. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) Empathy Empathy • To be effective, leaders must be focused (communicating in ways that are understood by all), flexible (willing to change when necessary) and fair (treating each person as a distinct and valuable individual) • When necessary, exceptional leaders accept being disliked and misunderstood to get the job done. • Empathy requires active listening Early Intervention Leadership Academy MSDE/CTE

  26. 7 Secrets of Exceptional Leadership (Hegarty & Nelson, 1997) Devotion Devotion In addition to the six secrets listed on the previous slides, there is a seventh secret that is equal to or more valuable than any of the others. It is lifelong devotion to improving competence in every area of leadership. It underscores and integrates all the aspects of being an exceptional leader. Early Intervention Leadership Academy MSDE/CTE

  27. Leadership Framework 3: Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) What are the characteristics of effective leadership in each dimension? • Systems • Collaborative • Organizational • Symbolic • Human Resources • Political • Pedagogical Early Intervention Leadership Academy MSDE/CTE

  28. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Systems Leader An Effective Systems Leader • Conceptualizes a comprehensive system • Collaboratively develops a vision • Articulates vision and encourages others to contribute to and embrace vision • Thinks ecologically • Uses appropriate systems change strategies • Reduces anxiety brought about by change Early Intervention Leadership Academy MSDE/CTE

  29. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Collaborative Leader An Effective Collaborative Leader • Creates a climate that facilitates bridge-building • Willingly shares knowledge and skills • Uses participatory decision-making • Provides “glue” for collaborative endeavors • Recognizes and nurtures leaders • Develops collaborative relationships across the human services spectrum • Develops coordinated policies, system management and accountability systems Early Intervention Leadership Academy MSDE/CTE

  30. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Organizational Leader An Effective Organizational Leader • Develops policies that support evidence-based practices • Develops administrative structures to facilitate collaboration • Develops accessible program information • Uses participatory decision-making • Develops and uses systematic evaluation • Knows the day-to-day nuts and bolts of a system as well as applicable rules and regulations Early Intervention Leadership Academy MSDE/CTE

  31. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Symbolic Leader An Effective Symbolic Leader • Understands the importance of organizational culture • Uses symbols, sagas, myths, rituals and ceremonies to shape organizational culture • Understands the importance of humor, metaphor and play • Understands the inspiration that stories can provide Early Intervention Leadership Academy MSDE/CTE

  32. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Human Resources Leader An Effective Human Resources Leader • Has the capacity to motivate others • Is skillful at supporting and empowering other people • Provides a supportive work environment • Models life-long learning and motivates participation in the learning community • Creates a climate that supports risk-taking and change Early Intervention Leadership Academy MSDE/CTE

  33. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Political Leader An Effective Political Leader • Participates in the policy process • Is knowledgeable about relevant laws and policies • Communicates with stakeholder groups, policy makers and decision makers • Uses media to publicize the importance of services • Embraces results based accountability and shares outcome evaluation results • Develops the capacity to monitor shifting priorities and influences Early Intervention Leadership Academy MSDE/CTE

  34. Project LEAD’s Seven Dimensions of Leadership (Harbin, 2002; Bolman & Deal, 2003) An Effective Pedagogical Leader An Effective Pedagogical Leader • Is knowledgeable about adult learning • Possesses knowledge of evidence-based practices from multiple fields (e.g., child development and learning, health, mental health, adult learning) that impact the development of children and their caregivers • Is skilled at translating research-to-practice and evidence-based recommendations into policy • Is knowledgeable about resources • Provides information to families and other constituencies Early Intervention Leadership Academy MSDE/CTE

  35. Leadership Framework 4: The FISH! Philosophy (Lundin, Paul & Christensen, 2000) At the Pike Place Market, the fishmongers were firing large, slippery fish at each other, making spectacular catches and inviting delighted customers to try their luck. The market was crowded and noisy, but when one of the fishmongers focused on a customer, it was like they were the only two people in the place. Everyone was smiling! And the cash registers were ringing like crazy. Why couldn't other workplaces pulse with this kind of energy and passion and wholeheartedness? They could, if they practiced the four tenets of the FISH! Philosophy!" Early Intervention Leadership Academy MSDE/CTE

  36. The FISH! Philosophy (Lundin, Paul & Christensen, 2000)FISH Philosophy Principles FISH Philosophy Principles • Choose your attitude • Play • Make their day • Be there Early Intervention Leadership Academy MSDE/CTE

  37. The FISH! Philosophy (Lundin, Paul & Christensen, 2000)FISH! Philosophy Principles Choose Your Attitude • There is always a choice about the way you do your work even if there is not a choice about the work itself • Be aware of what your attitude is and how it affects you and others • Once you are aware of the impact your attitude has on others, you may view your attitude differently, even if the situation or person that prompted the attitude hasn’t changed Early Intervention Leadership Academy MSDE/CTE

  38. The FISH! Philosophy (Lundin, Paul & Christensen, 2000)FISH! Philosophy Principles Play • Play is not a specific game or activity. It is a state of mind that brings new energy to the tasks at hand and sparks creative solutions. • Approach work, responsibilities and decisions with energy and enthusiasm • Best innovations come from playing with ideas • Play provides the freedom to tap into our inner, innovative beings • Look at the world creatively and openly, seeing all the humor that is there to see Early Intervention Leadership Academy MSDE/CTE

  39. The FISH! Philosophy (Lundin, Paul & Christensen, 2000)FISH Philosophy Principles Make Their Day • If you find your energy lapsing, find someone who needs a helping hand, a word of support, or a good ear - and make their day • Hold a door, say “thank you”, ask about a persons family or simply tell someone how much you appreciate them • Use stories and memories to engage people • Take a genuine interest in the unique gifts of others • Make the effort to brighten someone’s day. Be the person you want to be. Early Intervention Leadership Academy MSDE/CTE

  40. The FISH! Philosophy (Lundin, Paul & Christensen, 2000)FISH Philosophy Principles Be There To "be there" is to be fully engaged in the moment, inviting opportunities and sharing the experience together Early Intervention Leadership Academy MSDE/CTE

  41. Pause and Reflect Think back on all the aspects and types of leadership you just read about. What is one aspect that you can see applying to your own work? Is it encouraging the heart? Is it vision or drive? Is it “being there”? How do you see using just one of these leadership concepts in your own work?

  42. Frameworks for Effective Leadership “Although it is true that some people are born with natural gifts, anecdotal evidence confirms that the ability to effectively lead an early childhood or family service organization is really a collection of skills and dispositions, nearly all of which a leader can learn and nurture. Effective leadership does not involve formulas or quick solutions. It embraces a way of thinking about your role and the vital work you do every day. The transformation occurs from the inside out.” Paula Jorde Bloom, 2004 Early Intervention Leadership Academy MSDE/CTE

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