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Thoughts to Ponder!

If what you are doing isn’t emotionally meaningful to you, if you don’t feel passionate about it,

if you don’t think that it’s important that you do it . . . please stop doing it.

The One Thing You Need to Know About

SUSTAINED PERSONAL SUCCESS:

“Identify what you don’t like to do and stop doing it!”

M. Buckingham:

C. J. Schwahn:

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TOTAL LEADERS:

Module 7Creating Meaning and OwnershipAround Organizational Purpose

Values, and Vision

from the

Cultural Leadership Domain

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PLDC Approach to Leadership Assessment and Development

Total Leaders Framework

Ten Critical Performance Roles of the Total Leader

Strategic Leader Selection (An External Assessment)

Personal Leadership Assessment(Detailed Rubrics for each of the Ten Performance Roles)

Leadership Development Opportunities(For Individuals and Teams

PLDC Training Modules for the Ten Performance Roles)

Performance-Based Electronic Portfolios….(Leaders Demonstrating the Ten Performance

Roles)

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Module 1

Module 2

Module 3

Module 4

Module 5

TL LEADERSHIP DEVELOPMENT MODULES

AUTHENTIC LEADERSHIP: Creating a Consensus Around a Compelling, Future-Focused Organizational Purpose

AUTHENTIC LEADERSHIP: Being the Lead Learner and Creating a Learning Organization

AUTHENTIC LEADERSHIP: Modeling the Organization’s Purpose, Values, and Principles

VISIONARY LEADERSHIP: Employing Win-Win Strategies With Customers and Clients

CULTURAL LEADERSHIP: Creating a Culture of Innovation, Cooperation, Quality, and Success

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Module 6

Module 7

Module 8

Module 9

Module 10

CULTURAL LEADERSHIP: Creating a Change-Friendly, Continuous-Improvement Mindset

CULTURAL LEADERSHIP: Creating Meaning and Ownership Around Organizational Purpose, Values, and Vision

QUALITY LEADERSHIP: Developing and Empowering Everyone in the Organization

QUALITY LEADERSHIP: Creating Feedback Loops for Continuous Improvement and Accountability

SERVICE LEADERSHIP: Managing Toward an Organizational Purpose, Values, and Vision

TL LEADERSHIP DEVELOPMENT MODULES

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• Define the term “meaning” as it relates to “meaningful work” in organizations to colleagues and staff.

• Provide a convincing rationale as to why “finding meaning in one’s work” is not only morally correct, but also increases productivity.

• Identify leader behaviors and organizational practices that help individuals and teams to find meaning in their work.

• Describe a systematic approach for ensuring that the staff will have the opportunity to find meaning in their work.

• Provide concrete examples of leaders and organizations who help employees to find meaning in their work.

• Explain what a compelling organizational purpose is and identify leadership behaviors that help to maintain that organizational purpose.

MODULE 7 Cultural Leadership

OUTCOMESThe Learner will…..

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Today’s Leadership 101

Strategic Design

STRATEGICDIRECTION

STRATEGICALIGNMENT

• Beliefs/Values• Mission• Exit Outcomes• Vision

• People• Practices• Policies• Structures

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STRATEGIC DESIGN Requires

STRATEGIC DIRECTION Requires

STRATEGIC ALIGNMENT Requires

AUTHENTIC LEADERS

Who DEFINE

PURPOSE

VISIONARY LEADERS

Who FRAME VISION

CULTURAL LEADERS

Who DEVELOP

OWNERSHIP

QUALITY LEADERS

Who BUILD

CAPACITY

SERVICE LEADERS

Who ENSURE SUPPORT

TOTAL LEADERS Creating

PRODUCTIVE CHANGE

+ + + +

+

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Key Domains of Total Leaders

AUTHENTIC Purpose

VISIONARY Vision

QUALITY Capacity

CULTURAL Ownership

SERVICE Support

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Establishing the ownership for andcommitment to making productive change

Involving Everyone in the Change Process Developing a Change-Friendly Culture Creating Meaning for Everyone

Primary Sources:Now, Discover Your Strengths, Buckingham and Clifton, 2004The Southwest Airlines Way, Gittell, 2003The New Corporate Cultures, Deal and Kennedy, 1999The Corporate Culture Survival Guide, Schein, 1999Winning, Jack Welch with Suzy Welch, 2005Integrity, Carter, 1996Man’s Search for Meaning, Frankl, 1984The Balanced Scorecard, Kaplan and Norton, 1996

The CULTURAL Domain

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The Moral Foundationof the CULTURAL Leader

the embodiment of honesty, fairness, trustworthiness, honor, and consistent adherence to high-level moral principles

people’s willingness to devote their full energies and talents to the successful completion of undertakings

consistent commitment to maximizing the range of opportunities for success available to organizational members

a commitment to achieving and experiencing mutual benefit in the agreements people make and the rewards they obtain

INTEGRITY:

COMMITMENT:

INCLUSIVENESS :

WIN-WIN :

Principles of Professionalism

Core Values

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With a partner,

1. Select one Leadership Domain, one Cultural

Performance Role, and one value or principle of

professionalism for your discussion.

2. Talk about how the Total Leaders Framework can be

applied in your “back home” situations.

ActivityThink – Pair - Share

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1. Read pages 36-37 in the The Personal Leadership Assessment handout.

(Note: The two rubrics for Creating a Change-Friendly,

Continuous-Improvement Mindset are on these pages. The first rubric

is titled “The Concept and Role” and the second is titled “The

Performance.” )

2. Complete the self-assessment (pages 36-37).

3. Place your personal assessment score in the “Present Level of Functioning” box on page 39.

4. Reflect on your assessment and identify the evidence on which you based that assessment.

ActivityHow Am I Doing???

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Developed byCharles J. Schwahn and Beatrice McGarvey

Revised 2006

Shifts and Trends That are Redefining

Organizations, Careers, and Life

Today’s RealitiesTHE FUTURE IS NOW

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Shifts/Trends Sources

• Friedman• Popcorn • Pink • Celente• Yankelovich• Covey• Gates, etc. etc.

• Peters• Bennis• Drucker• Collins• Blanchard• Wheatley• Buckingham, etc.

etc.

Futurists(General)

Futurists(Organizational)

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#1 The Hurried Individual and the Stressed Society

#2 Flexible . . . But Still Work

#3 Transformational Technologies

#4 The High Quality, Global Marketplace

#5 The Adept, Empowered Employee in the Nimble Organization

#6 Total Leader Expectations

#7 Consciousness: The Expanding Frontier

The Shifts and TrendsThe Shifts and Trends

THE FUTURE IS

NOW…..

Today’s Realities

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In your small group,

1. Identify the five future conditions in The Future Is Now

paper that most strongly support the need for leaders

and organizations to Create Meaning and Ownership

Around Organizational Purpose, Values, and Vision.

2. Use your choices to develop a strong rationale for

Creating Meaning and Ownership Around Organizational

Purpose, Values, and Vision.

3. Be ready to report your rationale to the large group.

ActivityThe Future Is Now!

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Maslow’s Hierarchy

► Physiological Needs

► Safety/Security Needs

► Social Needs

► Ego and Self-Actualization Motivators

► Finding Meaning in One’s Life

“If work is meaningless, then life comes close to being meaningless.”

Abraham Maslow

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From GOOD TO GREAT by Jim

Collins

“…..in the end, it is impossible to have a great life unless it is a meaningful life.”

And it is very difficult to have a meaningful life without meaningful work.”

About Meaning

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How does the FREE AGENT worker make meaning?

The four pieces:

1. Having Freedom2. Being Authentic3. Putting Yourself on the Line4. Defining Success on Your Own

Terms

The question, then, is:

Combined, they comprise the FREE AGENT work ethic. Daniel Pink

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Do you have to be an entrepreneur, or can you find MEANING while being part of a bureaucracy?

For there to be MEANING in our work, there can be only one answer.

Another question is:

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The EMPOWERMENT Sequence

It all starts with a

Compelling Purpose

Which fosters

Productivity

Which has the powerto create

Meaning

And prepares people for

Empowerment

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ActivityWhat’s Meaningful For You?

Individually, respond to the following:

• What is the most meaningful joy/responsibility you have ever

had?

• Identify and share a minimum of two factors that made that

job/responsibility meaningful.

• How did you think and feel when doing this meaningful work?

• How productive were you when working in your most

meaningful role/position?

• What can we learn from our own experiences regarding

meaning that we can transfer when helping others to find

meaning in their work?

Part 1

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ActivityWhat’s Meaningful For You?

In small groups, discuss:

1. The power of finding meaning in one’s work, and

2. The intrinsic meaning that can (should) automatically come with being a member of the education profession.

Be prepared to share some of your thoughts and beliefs with the total group.

Part 2

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The Interview

Finding Meaning

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ActivityMotivation/Meaning Dialogue Starters

(The facilitator should be conducting the dialogue as though he/she is the interviewee’s supervisor.)

1. What is the most meaningful work that you have ever done?

(If necessary, ask “What made that work so meaningful for you?”)

2. Are you finding a good deal of meaning in your present job? (If necessary, ask “Why/why not?”

3. What role/position would you like to have in the future? Go ahead, dream a little. Why would that role/position be exciting to you?

4. When you get up in the morning….on most mornings anyway…do you look forward to going to work? Why? Why not?

(The Questions for the Interview)

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ActivityMotivation/Meaning Dialogue Starters

5. What motivates you? What easily excites you?

6. When you do something at work extremely well, whom do you want to know about it? Who should I tell? How should I tell them?

7. How do you define success for yourself?

8. What can I do, or stop doing, that would be motivational to you?

9. What can I do, or stop doing, that would help you find your work very meaningful?

(The Questions for the Interview - continued)

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ActivityWhat Creates Meaning for People?

In small groups, identify:

• What did you learn about what motivates this person? What did you learn about what this person finds meaningful?

• What did you learn about yourself as you thought of how you might have responded to the dialogue starters?

• Can you generalize from what you have learned in order to identify leader behaviors that have the potential to motivate? To create meaning?

• Be prepared to share your beliefs and thoughts with the total group.

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MEANING comes from:

A compelling purpose

Alignment of personal values with the values and purpose of the organization

Seeing and being part of that purpose and the big picture

Challenge/high expectations

Being in control/responsible

Being part of a team

Feedback/keeping score

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The ENROLLMENT Process

Recruitment of…….

Inclusion of…….

Involvement of……

(Casting our net widely and deeply)

The open, continuous, enthusiastic

All Stakeholders in the Productive Change Process

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ENROLLMENT Requires:

Transcending comfortable “insider-outsider” roles

Open, honest, clear two-way communication

Involving all constituents/members in shaping the organization’s future and operations

Valuing, seeking, and using the perspectives and talents of all those with a stake in the organization’s success

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The Five Essential Bases of Change

PURPOSE: The deep and compelling reason an organization exists and what it is there to accomplish

AUTHENTIC LEADERSHIP

VISION: The clear picture and direction that guide an organization as it defines and pursues its

preferred future VISIONARY LEADERSHIP

OWNERSHIP: The emotional and motivational commitment by staff to accomplish the organization’s visionCULTURAL LEADERSHIP

CAPACITY: The knowledge, skills, and abilities of the organization’s staff to achieve its declared purpose and vision

QUALITY LEADERSHIP SUPPORT: The organizational structures, processes, and resources

made available for achieving its purposeSERVICE LEADERSHIP

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The 5 PILLARS of PRODUCTIVE CHANGE

Purpose……… “It has meaning for me!”

Vision…………“It’s clear and exciting!”

Ownership.…... “I want to be part of it!”

Capacity………“I can do it!”

Support……….“Our leader is really helping!”

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Why involve people???

• Wisdom ……………None of us is as smart as all of us.

• Education …………We all learned while doing.

• Communication …..I already know about it.

• Commitment ……...My own advice sounds pretty sound.

• Change-Friendly …Well yes, I’m part of the change

culture here.

• Safety ……………...We share the burden and the joy.

• Strategy …………...Along the way, we learned about

the roadblocks and the resources.

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ActivityThe Role of Involvement

In small groups . . . Quickly select a facilitator and recorder and:

Create and prioritize a list of typical decisions (five to seven) in which the Cultural Leader would be wise to involve staff.

Identify how the decision-making process should be facilitated by the Cultural Leader.

Identify how the Cultural Leader might create “consensus” when working with a relatively large group….let’s say a group of about 100 people coming from different roles.

Discuss how meaning can be created with involvement.

Be prepared to share your group’s main conclusions with the total group.

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Creating MEANING

Do bus drivers “get children to school safely” or “get children to school ready to learn?”

Do custodians “clean classrooms” or “create learning environments?”

Do secretaries “type and file” or “support the teaching and learning process?”

TGIM: Thank God It’s Monday!

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ActivityLet’s Create Meaning

In small groups:

1. Identify a position in education that may not contain the obvious intrinsic meaning that we would like. (Examples might be: Assistant Principals who deal only with discipline and attendance; secretaries who type, copy, and file all day; teacher aides or volunteer parents who do only mundane tasks.)

2. Discuss how that job could be changed, restructured . . . and maybe even renamed to make the work more meaningful.

3. Be prepared to share some of your most creative thoughts with the total group.

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Culture Questions(Predictive of Turnover, Productivity, Profitability, and Customer Loyalty from

First Break All the Rules)

1. Do I know what is expected of me at work?

2. Do I have the materials and equipment I need to do my work properly?

3. At work, do I have the opportunity to do what I do best every day?

4. In the last seven days, have I received recognition or praise for good work?

5. Does my supervisor or someone at work seem to care about me as a person?

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6. Is there someone at work who encourages my development?

7. At work, do my opinions seem to count?

8. Does the mission of my company make me feel like my work is important?

9. Are my co-workers committed to doing quality work?

10.Do I have a best friend at work?

11.In the last six months, have I talked with someone about my progress?

12.This last year, have I had opportunities at work to learn and grow?

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ActivityCulture Questions

Individually:

1. Identify a person whom you supervise….someone who does not appear to be very motivated, and go through the twelve questions slowly and systematically with that person in mind.

2. How might he/she respond to each of the questions?3. How could you (the leader) change/restructure that person’s

job so that the questions might get a positive response?

In the total group:

Discuss the role that leaders play in creating meaning for the people with whom they work directly. (It is okay to admit that some people will be difficult to motivate no matter what. But, as Cultural Leaders, we should meet each person as someone who could be turned on if the circumstances were right.) BUT, when a good faith effort fails to motivate, it is time to consider outcounseling that person.

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ActivityAssessing Your Culture

As we view Slides 42-50,

place your school/school system somewhere on the continua presented and be ready to discuss your assessments later.

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Creating a Culture of Meaningor

…..a Culture of Work?

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CONTRASTING TYPES OF SCHOOL CULTURE

Focus on Positive ValuesVERSUS

Focus on Negative Values

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CONTRASTING TYPES OF SCHOOL CULTURE

A cohesive community of teachers that derives meaning from student growth

VERSUS

Fragmented; meaning is derived from subculture membership, anti-student sentiments, or life outside of work

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CONTRASTING TYPES OF SCHOOL CULTURE

Faculty meetings are a hotbed of professional discussion on teaching and learning

VERSUS

Faculty meetings are a hotbed of sniping and attacking others

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CONTRASTING TYPES OF SCHOOL CULTURE

Heroes are exemplary teachers who seek new methods and techniques to improve teaching

VERSUS

Heroes are teachers who resist change and champion stubbornness as a virtue

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CONTRASTING TYPES OF SCHOOL CULTURE

Many rituals, traditions, and ceremonies exist to celebrate recognition of accomplishments

VERSUS

Few positive rituals, traditions and ceremonies to celebrate recognition of accomplishments

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CONTRASTING TYPES OF SCHOOL CULTURE

Strong professional community that shares positive values and beliefs

VERSUS

Dead wood and ballast who are along for the excursion, the glory, or the paycheck

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CONTRASTING TYPES OF SCHOOL CULTURE

Mission focused on student and teacher learning

VERSUS

No clear mission or focus exists

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CONTRASTING TYPES OF SCHOOL CULTURE

Stories that celebrate successVERSUS

Stories that celebrate failure

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ActivityAssessing Your Culture Discussion

In small groups:

Discuss, in general terms, where you placed your school/school system on each continuum.

Identify four or five things that the Cultural Leader would do if he/she were to encounter a negative culture, a culture that did not foster “meaningful and professional” work.

Be prepared to share your list with the total group.

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CLOSURE

Individuals have an obligation to be the “lead meaning finder” in their lives.

The ultimate responsibility for living a meaningful life is, of course, with the individual.

No one should want to give that responsibility to anyone.

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CLOSURE

Organizations can help the individual, but the individual is the only one who can feel and believe that his/her life and work

are meaningful.

If, after years of doing meaningfulwork, we find that the work is no longer satisfying, we should

do something about it.

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CLOSURE

Individuals have the responsibility to either rekindle the fire or to find a new role that

can be meaningful and satisfying.

This is especially true and necessary of anyone who works directly with children.

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ActivityLet’s Practice

With a partner:

Interview each other using The Motivation/Meaning Dialogue Starters on Slides 26-27.

This activity is intended to help you personalize the Creating Meaning and Ownership Around Organizational Purpose, Values and Vision module.

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57

Creating Ownershipof the Mission and

Vision

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Creating MEANING

for Everyone

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Refer to page 38 of The Personal Leadership Assessment handout.

1. Create a professional vision of yourself as a leader who is able to Create

Meaning and Ownership Around Organizational Purpose, Values, and Vision. Write

your vision on the space provided on page 38.

(Note: Page 38 contains a “vision prompt” that you can use or modify if you agree with

all or significant portions of the vision statement. Don’t accept any portions of the vision statement without serious reflection regarding its match with your

personal values and principles.)

Refer to page 39 of The Personal Leadership Assessment handout which

contains a brief planning form titled “Professional Growth Opportunities.”

2. Complete the form and add other learning opportunities if you wish.

ActivityYour Own Development

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Complete the workshop evaluation form provided by the

Pennsylvania Leadership Development Center.

Specifically, the PLDC office is seeking feedback about:

- the worth of the workshop

- the presentation of the workshop

- suggestions for improving the workshop experience

ActivityWorkshop Evaluation