Series 2 - Leading with Spirit

1. Lasallian Leadership Formation Program (LLFP) - Executive Team Series 2 - Leading with Spirit

2. Towards a Lasallian Management Perspective: Basic Questions • How do management approaches differ in terms of purpose? • What is the impact of different management approaches on effectiveness, efficiency, human development and community-building? • What is the role of faith in a management approach? • What is Lasallian management?

3. LGP VISION FOR LASALLIAN EDUCATORS (including administrators) Service-oriented professionals who. . . • are genuinely committed to the integral human and Christian development of diverse types of learners through personal witness and service; • are attentive to learners in their uniqueness and seek to build appropriate relationships that promote total human formation; • are committed to life-long personal and professional improvement and service; • work together creatively, constructively and enthusiastically both to realize the Lasallian Mission and to assure the effectiveness and vitality of the institutions to which they belong; and • serve as resources for the renewal of the Church and for the integral development of society. From Lasallian Guiding Principles

4. Person Work Output Programs Services Projects Results P Towards Humane Organization:The Two Goals of Work Objective: To produceoutput as a factor of production Subjective: To promotehuman dignity and integral development Work must dignify anddevelop the person and thus, cannot be simplyfor results. Or else --“toxic work”

5. LGP VISION FOR LASALLIAN SCHOOL COMMUNITY All sectors. . . • participate in the Church’s mission and are committed to easing the plight of the vulnerable and marginalized sectors of Philippine society; • are committed to assuring the integral human and Christian development of learners in all their uniqueness and diversity; • are co-responsible for creating a culture and climate conducive to genuine learning and character formation; • are stakeholders who work in association with one another in a strong spirit of fraternal solidarity; and • are committed to continuous renewal and transformation in collaboration with others to accomplish their common mission . From Lasallian Guiding Principles

6. Individual Reflections • What aspects of human development am I prioritizing among my subordinates? • Which aspects need more attention?

7. Society Students Towards Lasallian ManagementLevel 1: Working “through” people (Instrumentalism) Accomplishmentof mission Administrator Work Educationalprograms, activities& services Externalpartners PURPOSE Are we achieving our targets (effectiveness)? Are we on target quickly and on budget (efficiency)? Work-related Input or output Communication, feedback, Affirmation, mentoring, support School

8. Society Students Towards Lasallian ManagementLevel 2: Working “with” people (Teamwork) Accomplishmentof mission Administrator Work Educationalprograms, activities& services Externalpartners PURPOSE Are we achieving our targets (effectiveness)? Are we on target quickly and on budget (efficiency)? Are we working together well (collaboration)? Work-related Input or output Communication, feedback, Affirmation, mentoring, support School

9. Society Students Towards Lasallian ManagementLevel 3: Working “for” people (Humanism) Community of work meeting basic needs of members towards integral human development Accomplishmentof mission Explicit link to mission ofhuman dignity and community Administrator“A minister to…” Work Educationalprograms, activities& services Externalpartners • PURPOSE • Are we achieving our targets (effectiveness)? • Are we on target quickly and on budget (efficiency)? • Are we working together well (collaboration)? • Are we developing totally and in virtue as persons (character) and as a work community (culture)? • Are we working for a higher purpose (meaning)? Partners Work-related Input or output Communication, feedback, Affirmation, mentoring, support DevelopmentalGrowth School

10. Society Students Towards Lasallian ManagementLevel 4: Working to bring people to God (Faith-based) Community of work meeting basic needs of members towards integral human development Accomplishmentof mission Explicit link to mission ofevangelization Administrator“A minister to…” Personal Work Educationalprograms, activities& services Externalpartners PURPOSE Is the entire school becoming a fraternal community reflecting Gospel values that through its way of life (culture) serves as an agent for human and Christian formation and transformation of its members? Partners Work-related Input or output Communication, feedback, Affirmation, mentoring, support DevelopmentalGrowth School

11. Exemplary Leadership – Kouzes and Posner • Model the way • Inspire a shared vision • Challenge the process • Enable others to act • Encourage the heart

12. Individual Reflection • What purpose/s do I pursue for my administrative work? Level 1,2,3, or 4 • What influenced me to choose this level of purpose? • What new level of purpose/s am I interested to explore? • What constraints do I have in seeking this level of purpose? • What support do I need?

13. Towards Communities of Practice • The key to successful schooling is building a covenant comprising purposes and beliefs that bond people together around common themes and that provides them with a sense of what is important, a signal of what is of value. • A covenant is a binding and solemn agreement by [administrators], teachers, parents and students to honor certain values, goals and beliefs; to make certain commitments to each other; and to do or keep from doing certain things. • It is the compact that provides the school with a sense of direction … and an opportunity to find meaning in school life on the other. • [Lasallian leaders] bring to the school a vision but focus on the building of a shared covenant. Based on Sergiovanni, Strengthening the Heartbeat

14. How does Lasallian Leadership Work? Influenced by God’s Grace School’s Excellence inFaith, Service, Community Administrators’ Service role modelling, Ethical Leadership and Culture-building Skills Students’ Integral Human Development School’s Faith Community and Virtue Development Administrators’ Faith/Ethical Development and Virtues through reflection and disciplines Contribution to social justice and Common good of society Subordinate’s Integral Human Development Influenced by School Structure and Culture

15. Towards Faith-based School Administration Based on Managing as if Faith Mattered by Alford and Naughton

16. Motivation Rules: Why people do what they do in school Adapted from Sergiovanni, Strengthening the Heartbeat, 2005

17. Problems with Extrinsic Motivation Approach to Administration They can • extinguish intrinsic motivation • diminish performance • crush creativity • crowd out good behavior • encourage cheating, shortcuts, and unethical behavior • become addictive. • foster short-term thinking From Drive by Pink

18. Motivators to Trigger Inner Drive • Purpose and relatedness • Autonomy • Mastery Mastery Purpose & Relatedness Autonomy Based on Self-determination theory and Drive by Pink

19. The problem of being whole • We often accept a divided life; a “split personality” • One set of goals and standards in our private lives; while guided by expediency and compromise at work • Faith and work tend to be separate • THERE IS A NEED TO BEGIN WITH THE WHY OF WHAT WE DO AS PERSONS AND AS ADMINISTRATORS? See Simon Sinek video: “Start with Why”

20. Built to Last: Successful Habits of Visionary Companies Criteria for a Visionary Company • Premier institution in its industry • Widely admired by knowledgeable business • Made an indelible imprint on the world • Had multiple generations of chief executives • Been through multiple product life cycles • Founded before 1950 It is more than “successful”, more than “enduring” Displays resiliency and ability to bounce back from setbacks and mistakes Collins and Porras

21. Visionary Companies • Marriott • Merck • Motorola • Nordstrom • Philip Morris • Procter & Gamble • Sony • Wal-Mart • Walt Disney • 3M • American Express • Boeing • Citicorp • Ford • General Electric • Hewlitt-Packard • IBM • Johnson & Johnson

22. Two Fundamental Characteristics: Preserve the Core AND Stimulate Progress • Grounded in Core Values • More ideologically driven and less profit driven • Values are not just plaques on the wall • Institutionalized pride in what they are doing • Purposeful Evolution Conscious Use of Evolutionary Progress • Operational Autonomy to Stimulate and Enable Variation • Other Methods to Stimulate and Enable Variation and Selection

23. Integrity • The condition of being one or whole • The state of quality of being complete and unimpaired • Personal level: our ability to be wholly consistent in ourselves and in our actions • Organizational level: conditions or structures that allow us, as workers, to become and to remain whole

24. Questions for Integrity • What kind of person should I as an administrator or employee strive to become? • What kind of organizational community should I as an administrator or employee, strive to build and maintain?

25. Coping with the divided life: Secularizers • Secular world – a world tied to temporal and material things and separate from religious or spiritual things Assumptions: • A religious perspective cannot give insight for issues of work or politics; otherwise would be unprofessional • Religion has only “private” meaning; no “public” bearing on organizational issues • Examples: • Tom Peters – excellence is a product of individual creativity in pursuit of commercial opportunity; • Hiring and appointing academically qualified individuals for administration position irrespective of their attitude towards faith

26. Types of Engagement: Non-integrated Secularizers Work beliefs Private beliefs Example: Jack Welch 20/70/10 rule?

27. Coping with the divided life: Spiritualizers • Over-personalizing faith • Faith lacks an intellectual component for evaluating organization practices • Christian managers ignore the structural problems within organizations that contribute to a materialistic, secular and oppressive culture • Otherwise, is to “over-reach” our faith • Examples: • Private church service and philanthropy but no link of spirituality to the workplace

28. Types of Engagement:Non-integrated Work beliefs Private beliefs Spiritualizers ? Example: Andrew Carnegie

29. Types of Engagement:Integrated Natural law model -- People share basic ideas of good and bad,right and wrong. No explicit religious language needs to be used. Work beliefs Private beliefs Example: Decent and ethical management

30. Types of Engagement:Integrated Faith-based -- Basing work and management practice onexplicit faith-based values Work beliefs Private beliefs Example: Reell Precision Manufacturing ServiceMaster

32. Types of Engagement:Integrated Prophetic -- To be in the world but not of the world.To comfort the poor and marginalized and to challengethe rich and powerful. Private beliefs Work beliefs

33. Reflection Questions • What is your current level of integration of your faith and work? Your level of engagement • What factors encourage you to achieve integration? What factors hinder you?

34. Leadership The art of getting others to want to do something you are convinced should be done. Vance Packard The Pyramid Climbers

35. The Heartbeat.... “Virtues strengthen the heartbeat of schools. A strong heartbeat is a school’s best defence against the obstacles leaders face as they work to change schools for the better” Sergiovanni 2007

36. The Virtuous Cycle of Humanistic Administration Admins developcharacter and competence Culture of characterand competencedevelops Admins become trustworthy to co-workers Co-workersmanifest productivityand commitment

37. … or An admin who willnurture people so thatthey will flourish and beproductive? A humanistic administrator. A good steward of schools. What kind of admin would you like to be? An admin who willextract as much production as you can from people while leaving them spent, sick or neglectedin the end?