Leadership and Administrative Dynamics

1. Leadership and Administrative Dynamics Eckerd Fall 2010

2. Agenda Who are you? The Client The Status of Children Who are we serving? Discussion of Kozol excerpt Review of data from Kids Count and the Children’s Defense Fund Three ways brains create meaning Read memos in class Analysis of local data (Asset Mapping) Needs Assessment Myers Briggs exercise Asset Mapping Sharing your Vision Memo Writing

3. Review of material • How do we make decisions in a human services context? • Complexity of decision making: • Situation – You have $20,000 and two children in the foster care system. The average cost of foster care per client is $10,000. One child is mentally Ill and requires $15,000 in care. What do you do?

4. Externalities

5. Market Failures Who pays the full cost of illegal drug sales?

6. John Farmer and Mary Organic Mary Organic Has 3 acres of land where she grows blueberries, corn and tomatoes 100% organically. John Farmer Has 10 acres of land where he grows apples, peaches , pears and vegetables. He uses pesticides.

7. “REAL Income” Nominal Income $14 per hour x 2090 hours = $29K Rate of Inflation 3%. Purchasing Power What the wage or salary can buy Real Income is Nominal Income – Inflation Real Income = Salary/Rate of Inflation 29K/1.03 =$28K

8. RAWLS The discussion is about how leaders make decisions. • Rawls is talking here about how to make moral decisions. • Morality is not always cost efficient. • Laws are not always moral.

9. Decision making situation • “The loss of freedom for some can never be made right by a greater good shared by others” • Promoting, in policy decision making, the well-being of the least advantaged. • Considered Judgments (screening bias) Child A is white, middle class with relatively good behavior Child B is poor, black and due to abuse has relatively bad behavior What are the screening steps you would go through?

10. Decision making in Human Services • Rawls says there is an obligation on public administrators and human service leaders to provide an equitable distribution of public services. • He has also provided a framework for administrative ethics. • Provides ways in which a mediating model of public reason might be developed for public administrators working on deeply divisive social and economic issues.

11. Myers Briggs • It is important to know yourself as a supervisor. • It is equally important to know who you are supervising.

12. Extrovert / Introvert Introvert – 30% of US population • Let me think about it. • Quiet please! • Prefer to work alone. • Even if they know working in a team is important, they will still need “alone time” to re-energize. Extrovert – 70% US population • Let’s talk about it. (extracts information externally) • Loud • Prefer environments where co-workers are talking. • Do not like long intervals of working alone. • Want to work with other people in teams.

13. Dark Side – particularly in a leader I • Seems to have decided but is really just thinking. • Staff observe introverts to be aloof and unfriendly. • If dismissed in discussions, they will retreat and not provide valuable input. E • Seems to have decided but are just processing out loud. • Can overwhelm • Can dominate the conversation

14. Sensing • Work NEEDs to be organized from point A to point B and so on. • Loves policies, procedures, repetition and rules • Have to start from point A. Intuitive • Thinks conceptually at the 30,000 foot level. • Policies, procedures, repetition and rules are boring. • May start by considering the outcome first.

15. S • Do the work. • Prefer to work at one project at a time and even better if the projects are in order. • Long-term stamina to complete a project. I • Conceive the work • Major multi-taskers • Energy bursts

16. Dark Side I • Details and simplistic explanations are points of frustration. • Get to the bottom line! • May make decisions that are unrealistic based on what could be vs. what is. S • Future oriented tasks are not appealing. • Can’t see the forest for the trees syndrome.

17. Thinkers and Feelers Fair • How will staff feel about it? • We can break the rules if the rules are not right for the staff or individual staff member. Logical • Logic and analysis rule decision making. • The decision has to be generalized to all staff.

18. T • Decisions are made from a business perspective not on emotion. • Facts and details vs emotion are how they need to process issues. • Will consider a wide range of options in making a decision. F • Decisions will be made from the “personal persective”. • Decisions can be subjective (considers the staff involved). • Staff values are important.

19. T • Think Spock • Competent staff • Needs direct interactions with staff • Do not deal well with patronizing behavior F • Warm • Relationships with staff • Will implement a solution with an eye to avoiding hurt feelings

20. Dark Side T • Can be perceived as uncaring and cold • Staff may have hurt feelings • No crying! F • May appear naïve • Poor decision making to spare feelings • Time not effectively utilized trying to make staff feel better.

21. Judging vs. Perceiving J P • Makes decision in order to solve the problem and move on. • Strong planners • Strong organizers • Work is much more important than personal life/having a good time. • Delays decision making to gain more information. • Last minute vs. planners • Personal life/having a good time is more important than work.

22. J P • Routine • Order • Do not like open ended issues • Can motivate themselves • The goal is getting there. • Adaptable • Process and processing is good. • Need motivation from others. • Life is a sojourn and so is work.

23. Dark Side J P • Resistance to change • Decisions made to quickly • Focus is not at 30,000 foot level enough • May not get things accomplished in a timely way. • May be off on another tangent while staff are still working on the first idea.

24. Leadership Traits: Listen to Podcast: Lessons on Leadership from Mandela to Obama • Flexibility • “Mass Leader” • Calm • Experience • Forgiveness • Measuredness • Luck • Determination • Fluidity • Appeals to people’s hearts • Self-discipline • Embody the role you want to be / Stage craft

25. Leadership • Influence of a group • Attention to goals • Power Northhouse • Referent • Expert • Legitimate • Reward • Coercive Senge • Staff are the leader • Seed carriers • Designers • Reality as a medium for creating staff’s vision Kouzes/Posner • Clarify values • Set the example • Envision the future • Enlist others

26. Blake and McCanse

27. Discussion • Kozol • State of Children Data

28. Three ways brains create meaning • Make meaning – use images • Make images interactive • Use images to develop visual persistence and continuity