On 10/1/18 at 1:15pm, I took part in online professional development through Wake Technical Community College’s Leadership Program with the Session ULEA 126, Empowering Leaders through Self-Reflection! This was co-presented by Lori Dees and Emily Moore of Wake Technical Community College
LEA126: Empowering Leaders Through Self Reflection
Our overall goal for this course is to help improve our own practice of self-reflection in order to strengthen leadership skills. Upon completion of course activities and assignments, I was awarded a certificate for two hours of Professional Development credit.
Module 1: Self Reflection Basics: What and Why?
Upon completion of this lesson, we should be able to:
- Define self-reflection
- Locate several research articles on self-reflection
- Identify the relationship between self-reflection and leadership
- Discuss reflective leadership
Practicing Reflection Online
I have seen this famous quote at some point in the past. It speaks to the importance of reflection across the ages, and how it can bring us wisdom. I hope to keep this in mind and share with a little about my own journey with reflection. This should also help me consider some ways I can incorporate reflection into my practice as a leader.
Think its important here to define two key terms:
Reflection- consideration of some subject matter, idea, or purpose (Merriam-Webster)
Collaborative Reflection- sharing reflections with each other
Why is it important to learn about reflection and to be a reflective leader? I think that reflection is key to leadership. Reflection is powerful. Self-reflection is a powerful tool for self-improvement and for self-appreciation.
Again, this is another ancient quote that you may be familiar with. Although I certainly do not think that your life is worthless if you haven’t been practicing reflection regularly… :). Reflection is an important part of maintaining balance and focus in life.
Reflection is productive. Later in the lesson, I see I’ll be watching a video featuring Giada Di Stephano, a Harvard researcher. I already watched it though 🙂
In that video, she discusses the findings of a study on reflection. You will want to watch the video for details about the experiment and the findings of the research team. Essentially, this research demonstrated the relationship between reflection and learning. This study has some important implications for teaching and leading.
We do not have to rely on just the research to know that reflection works, however. Through our own experiences with collaborative reflection, we become convinced that it is key to personal growth and development and to leadership. As we explore the research on reflection, and practice collaborative reflection as part of this course, perhaps I’ll cover the redesign process myself, and come to some important realizations.
There are some common barriers to reflection, especially to collaborative reflection, including the fear of exposure (being vulnerable with ourselves and others) and insufficient time for reflection. Some possible ways to overcome these barriers include making reflection intentional, using online forums dedicated to reflective practice, and encouraging vulnerability. Asynchronous communication is great for millenials, but it can also be good for working professionals when reflecting with others.
We have developed two sites dedicated to online reflection through discussion forums available on Blackboard shells. The first of these is the one we call our “blue site,” which is our internal site available to Wake Tech employees. Membership on this site is open to any Wake Tech employee and provides you with the opportunity to collaborate with colleagues across our campuses as you reflect together. They send a weekly reflection prompt to serve as a reminder to reflect and to give you a starting point for discussing issues and ideas together on the forum. In addition, there is an external site, our “green site,” that we use when we present to our community college colleagues across the country. This site is open to anyone, and is hosted on the Blackboard MOOC platform.
You can find and enroll in this class by doing a google search for PRO Project Blackboard Course sites. It is here: https://www.coursesites.com/s/_PROProject
This graphic shows a snapshot of the activity on the site. Although we have forums dedicated to different interests and areas of the college, our weekly reflection forum is by far the most popular. Comparing the number of “hits” to posts in the previous slide also shows that people like to visit the forums to consider the thoughts of their peers, even when they do not wish to post themselves. Some sites call this “lurking,” but we don’t! Participation in any form means that you are making reflection a part of your day. You can also post anonymously.
Looking at this, consider the difference between the “boss” and the leader. As I read over the list, I took a brief moment to reflect on the qualities of my own leaders over the years. How can I demonstrate the qualities that will make people want to follow me?
The Power of Insight
From Values to Action
Finally, in order to demonstrate my understanding of the first lesson, I was asked to reflect on one of the following topics, discuss my thoughts with others and report what we covered :
Thinking about what I have learned from the first lesson, including the article you read, identify three reasons for incorporating a regular practice of self-reflection into your practice as a leader.
Thinking about what I have learned from the first lesson, including the article you read, identify at least two qualities of an inspirational leader. How can I incorporate these qualities into my own leadership style?
Thinking this over, I decided to read an article on Leadership by Meier
Prompt 2: Thinking about what you have learned from the first lesson, including the article you read, identify at least two qualities of an inspirational leader. How can you incorporate these qualities into your own leadership style?
I felt most strongly attuned to the idea of flexibility in leadership. In thereadings for this first lesson. There was a great graphic representing the difference between a boss and a leader. The real leader here “Generates Enthusiasm” instead of issuing ultimatums, they “Develop People”, and values “Strength In Unity”. These values are not ones in while there is a set goal, but an ideal in place which must be adjusted and judged based on what every person can bring to the table. You cannot excite and enthuse people in the same way- each must be approached individually. You cannot develop people in the same way, or we’d all be wunderkind polymaths. Each person must be motivated and encouraged individually. Strength in unity is not built by seeking a wall of spartan soldiers, but in the creation of a set of individuals who can work together as a team with each bringing their own skills to bear to help the group. In the classroom, faculty approach the class with a single idea, but encourage each students with tweaks to performance and ability, finding the best in each and encouraging it. This helps me to find the leader within myself, and I can aspire to the difference between boss and leader, and of course by looking to the best examples of leaders before me.
In the article How Self-Reflection Can Make You a Better Leader, I was very taken by this phrase:
“Self-reflection is not spending hours contemplating your navel,” Kraemer says. “No! It’s: What are my values, and what am I going to do about it? This is not some intellectual exercise. It’s all about self-improvement, being self-aware, knowing myself, and getting better.”
I find the examination of your feelings and motivations to be an excellent introspective moment, allowing us to to feel out situations. This flexibility allows us to change our opinions, desires, and if needed, re-examine out choices and commitments. Will we shirk on those commitments, certainly not. That said, we can certainly approach them with the understanding and ability to work through the issues with the best intentions, and mindful of what our actual goals are, the equitable standards that we commit to internally, and solving the problem with the optimal outcome in mind.
I feel the judgment of the individual should be taken into account at every opportunity, constantly weighing in the best actions to go with each situation- while being mindful of the commitments you’ve made. This was great reading.
Module 2: Self Reflection Standards: What and Why?
Upon completion of this lesson, we should be able to:
- Identify four lenses for reflection
- Explain the relationship between vulnerability and leadership
- Assess key aspects (values and emotional intelligence) of their own leadership styles
- Discuss ways to apply the results of self-assessments for personal and professional growth
Three pioneers in reflective practice theory are John Dewey, Jack Mezirow, and Donald Schon.
Dewey brought reflection to the forefront of education in the early 1900s. In the late 1900s, Mezirow began developing his transformative learning theory, which focuses on using reflection to change one’s worldview. A few years later, Schon was exploring reflection-in-action and reflection-on-action. Reflection-in-action refers to reflecting in the moment.
Imagine you’re leading a group and you start to notice the session isn’t running smoothly. Through a quick reflection in the moment, you decide to change your approach. Next, imagine you’ve already finished leading a training. You return to your office to reflect on how the session went and make changes accordingly. This process is called reflection-on-action. All three leaders in the field of reflective practice have numerous publications you can explore for further information.
Stephen Brookfield is another leader in reflective practice theory. I’ve had a book discussion on Brookfield’s Becoming a Critically Reflective Teacher. At that meeting, we explored Brookfield’s approach to reflection. Brookfield sees reflection as a process that must utilize four lenses to be the most beneficial.
The first lens Brookfield proposed was the autobiographical lens. Using this lens, you want to remember what it feels like to be a learner. Because his book focused on the teaching profession, the lenses are explained from a teacher-student perspective.
As a leader, you can translate these lenses to your daily responsibilities. Some ways you can reflect on yourself are to reflect on any experiences you have had as a graduate student, in professional development workshops, or as a conference attendee. You may also want to reflect on your experiences in a new and intimidating learning environment.
Brookfield shares a story about his first experience swimming and his first experience driving. In both cases, he was an adult, and he could reflect on what it felt like to be in an intimidating learning environment for the first time. He reiterates how important it is for us to find opportunities to experience something new and intimidating so we don’t forget what it feels like to be led through a new process.
Other ways you can explore the autobiographical lens are to write or review your philosophy of leadership, make audio/video recordings of yourself leading a group, keep weekly leadership logs that record your leadership experiences, create yearly leadership audits that you can compare at the end of each year, create role model profiles of leaders you admire, and write a survival advice memo that you would give to someone who was taking over your position.
The second lens Brookfield discusses is the student lens. To utilize this lens, you will need to reflect on feedback you receive from those you lead.
One way to implement this lens is to reflect on yearly evaluations from your team, training evaluations after you have led a training session, or conference evaluations after you present at a conference. Taking the time to reflect on this type of feedback is essential to becoming a good leader and reflective practitioner.
The third lens Brookfield discusses is the theoretical lens. This lens focuses on the theory behind your practice.
Brookfield encourages us to constantly seek out and reflect on theory in our field. Some ways you might incorporate this reflection are to complete LEA courses, read scholarship of leadership, attend conferences and workshops on leadership, and subscribe to professional leadership journals.
The final and most crucial lens Brookfield discusses is the peer lens. Without putting this lens into practice, the other three lenses will fall short in giving you the full benefit of reflective practice.
Brookfield strongly believes collaborative reflection is essential to a promising reflective practice. Ways that you might collaboratively reflect are participating in collaborative benchmark projects focused on leadership and intentionally participating in structured critical conversations on leadership.
It is important to note, that as you begin to incorporate these lenses into your reflective practice, particularly the peer lens, you may begin to notice a fear of being vulnerable. Being vulnerable is critical to growth in a reflective practice. One of your goals should be to embrace this vulnerability so you can become a stronger leader.
Brene Brown discussed her vulnerability research in a video below- which I had already watched. I watched all the videos before viewing this material, so it was a nice tie-in.
In her video, Brene talks about the importance of being willing to be vulnerable and how this practice can lead to personal growth. It was interesting.
In Brown’s video, she shares the quote on this slide from Theodore Roosevelt. After reading the quote and reflecting on why she may have chosen to include this quote in her discussion of vulnerability, I though about some of the times I had dared greatly.
“Showing up in the Arena” affected my worldview. I was able to see things from the place where the action was truly happening, and get a better understanding of the real problems being faced. I also had a chance to taste the real defeat and trials which covered that job. In short, I gained a new perspective and much more respect.
Do you think vulnerability is necessary for leadership? Why or why not? I don’t think that vulnerability equates to this “In the Arena” idea. I think vulnerability is not necessary, but flexibility should certainly be awarded. That ability to be wrong and still be a leader would be more important.
Let’s discuss some steps to increased self-awareness.
To experience the benefits of a reflective practice, It would be good to investigate and understand our personality types, personal values, cognitive style, and emotional intelligence.
Step 1 is to investigate your personality type. Knowing yourself and others will improve your leadership skills. As mentioned in Harry Kraemer’s video on reflection and leadership in Lesson 1, if you don’t know yourself, you can’t lead yourself, and if you can’t lead yourself, you can’t lead others. If you know yourself, you will be able to easily recognize the personality types of those you are leading. If you know their personality types, you will be able to predict their behavior. Thus, you can take action to stop bad behavior before it goes too far and reinforce good behavior.
I might have gone a bit too far there, but I think you’re seeing what I’m saying.
Step 2 is to understand your personal values. We have two types of personal values: instrumental values and end values. Instrumental values are those you use everyday to make decisions. These values include being honest, polite, and logical. End values are those that reflect lifelong aspirations, such as equality, wisdom, and contentedness.
Why is understanding your personal values important as a leader? Your values set the tone for the people you are leading and help build trust within your group. If those you lead understand and sense what values are important to you, they will trust you and mirror those same values. Sharing values with those you lead allows for a more cohesive, productive team.
Understanding your employer’s values is just as important. You want to make sure your values align with your employer’s so you can positively reinforce those values with your team. Think about Wake Tech’s six core values.
How do your personal values align with Wake Tech’s values? I think that over the years, Wake Tech has chosen to value staff over faculty. As time moves forward, faculty breaks diminish, pay for faculty remains 47th in the nation, and no faculty member I know will admit to making at or above the median income for Raleigh, where the campuses are. I like the innovation here, but it can be very very difficult to move ahead.
Do you feel comfortable working in an environment where these values are important? I am a team player. Sometimes its more important to support the team than to run after individual dollars and concerns.
Are you an advocate for these values in your team?
Take Time to investigate your cognitive style. Cognitive style is equivalent to learning style. Consider the questions: How do I process data for making decisions? How do my team members process data? If you understand how you process data, you will be able to more easily identify how your team members process data. Understanding how your team members process data is important when you build committees or other small groups. You want to be sure to include team members from all cognitive styles on a committee so the team is balanced. Diversity is key when it comes to cognitive style and a productive team.
Step 4 is to understand emotional intelligence.I have already completed LEA 114 on emotional intelligence, and you may be familiar with these tenents. Emotional intelligence relates to emotional self-awareness, empathy, a positive outlook, emotional self-control, and adaptability.
Lastly, in order to demonstrate my understanding of the second lesson, I’ll answer ONE of the following discussion prompts.
After taking the quiz on Emotional Intelligence provided in Lesson 2, reflect on your scores. Choose one or two competencies that seem well developed (look at your highest scores) and think about how you can exercise them even more fully. You may also want to reflect on your lower scoring competencies. Why do you think you scored lower on these? What could you do to develop these competencies more?
After taking the personal values assessmsent provided in Lesson 2, complete the Self-Development: Exercise 2 included in the report. What insights did this activity provide? Will you attempt to stop any of your current actions? Will you attempt to start any new actions?
The item I had the highest score on (23 out of 25) was Emotional Self-Awareness, but I don’t really want to talk about that. I have a good handle on why I’m feeling the way I am. that’s a bit of a no-brainer.
The 2 items I had the next highest scores on were Adaptability and Positive Outlook. I am sure these are clear because of my background in the field. As a designer, I am constantly having to work with shifting schedules, clear guidelines which change at the last minute, and clients who change their minds or fail to choose clear winners in the design process. If one is not adaptable to change, they will quickly find themselves out of work, out of time, and without a pipeline of work coming in. Adaptability in the classroom keeps us on our toes, and allows us to structure and restructure the curriculum to meet the needs and abilities of our students- while making minute and major adjustments along the way to ensure that low skills get more time while advanced skill timelines are preserved. I have often thought that I could expand my knowledge in adaptability by taking some improv courses. I also found that I scored high in positive outlook. I think this was a high score because I surround myself with people who are uplifting, joyful, and superior workers. I am happy to be with them, talk with them, and thrive and grow alongside them. In my classroom, I reach out to students and share my positivity. In return, I am bolstered by their positivity. I could possibly improve this aspect of my life by tkaing prozac… just kidding. I could possibly improve this by shining UP the flagpole instead of simply working with my peers and students.
My Final Thoughts
The two items I scored lower on were empathy (17 of 25) and self-control (15 out of 25).
I think many of the questions with empathy were stated in a way that did not appeal to me, in which case I think I railroaded myself into a poorer score. Many of the questions for empathy seemed like they had to do with the discovery of others’ personal feelings, curiosity into how people are feeling and why, often questions came off (to me) as though you’d be demanding to know the emotional state of others, and that’s something I do not value. Every student is slammed. Those with jobs, families, etc., even more so. If a student is performing well, has their work in on time, and is participating in the class, there is no reason for me to be demanding to know their emotional states and why they feel certain ways. I have had numerous students crying in my classes, crying in my office, crying in the hallway or breakroom… they have very real feelings and are under tons of pressure. Students who are clearly hurting or in need of help are open to approach, but more often than not, a student in control of their faculties is just trying to keep things together. I’m happy to share their passions, joys and pains, but I will not be actively pursuing the reasons behind their emotional states unless they are forcing it on me. I open most conversations with students by asking “how’s your semester going?”. This is a nice, open question that invites others to talk about their wellbeing, but is non-invasive.
Self control is also a weak point. I think we all try to clamp down on our emotions and let our heads lead the way. I have a great deal of issues with self-control with impulse buying especially. I often give in to what I want and procrastinate. I can certainly increase this score if I were to exercise more self-control. There is always room to exercise more patience, indulge others before myself, and to work on deadlines first and personal choices last. But, of course, its easy to say you’ll do better, and difficult to make that a reality.
I found this class and this exercise to be quite reflective.
On March 5th, Tyler Dockery was invited to attend Design Blitz in the Red Hat complex in Downtown Raleigh as a representative of Wake Tech Community College.
Design Blitz Raleigh: Group Leader
Challenge: The challenge will be a step by step process of students working with me to develop their definition of a creative person, their ideas of what a ‘workplace’ is and then prototyping and creating an example of their ‘ideal creative workplace.’ Creative packets will be presented for you that walks you through the 5 step design process we are going to promote at this event. One or two lead teachers in each area that will help you with any students and/or situation you might run into. Ideally, we want to focus on fantastical thinking, out of the box thinking, the more creative the solution the better… we aren’t as focused on a perfect model or brand with this event, we want the concepts and thoughts to shine through and the focus to be on the process of what they are doing rather than the end product. Each group will have 5 students and 1 or 2 industry volunteers. You’ll document each group’s process through an app developed by Betaversity.
Aftermath: I wanted to share with all of you the Betaversity site that has the images from the Design Blitz event on it. Sorry for the delay in posting it out, we were waiting for a site update to go through first before emailing it out. When you go to the site you’ll find a list of all the teams. In order to see one of the projects you’ll have to login as a team, any team. I listed a login below that you can use. After you login you’ll have access to click on any of the teams and go through their design process. Because of the technology issues we had at the event you’ll find that some groups have more developed images and processes than others, but hopefully in future years we’ll have this better worked out. Thanks to Betaversity for setting up the site and the step-by-step design process embedded within the projects. I hope you find this site a good artifact of what happened on that rainy March day.
Again, I appreciate all the support and help from each of you (teachers and volunteers). Feel free to share the site information with whoever you think might be interested.
On March 5th, Tyler Dockery was invited to attend Design Blitz in the Red Hat complex in Downtown Raleigh at the Design Panel as a representative of Wake Tech Community College.
Design Blitz Raleigh: Design Panel Member
As a panel member, I sat with architects and the video designer from Red Hat. The panel answered questions regarding architecture, graphic and web design, video and social requirements among other items. Students were very interested in software and packages, freelancing while in school, what kind of computers people respected or required.
Topics ranged across multiple tracks as time went on, and the feeling was similar to my first class teaching. Nervous? Yes. Energized? Absolutely! It is always interesting to know that your knowledge is more than just “satisfactory” when facing a room with 200 people in it.
After the panel discussion, I pressed business cards into the hands of several individuals and carried on individual discussions with 4-6 students. Afterwards, I was asked to return next year. I think this sounds like a great idea, and frankly I can’t wait.
Cultivating Successful Grant Leades
Cultivating Successful Grant leaders was presented on Wake Tech’s Main campus in Raleigh NC. The presenters Kate Pattison and Kat Ngaruiya’s goals were clearly set at the beginning: Foster ideas, identify planners and help provide support, and encourage others to become grant leaders.
From idea to planning to Primary investigator
The team wanted us focus on the difference between an idea and a grantable, actionable idea.
Three key areas: An overview of Grants, Leadership, Collaboration
An Overview of Grants
We had tomake small groups and define what we thought a “Grant” was. My groups definition: A grant is money set aside to sponsor/implement ideas or projects that are actionable and real with a tangible, final product within a schedule of activity (achievable within a specific timeframe). Their definition “A sum of money given by an organization, for a particular purpose.”
A grant proposal is defined as “A response to a funders request for proposals”.
So, what is it that funders like to see?
INNOVATIVE SOLUTIONS. “IF necessitiy is the mother of invention, vision is the father of innovation”
Funders like to see innovation and vision. They like to see long term goals, or a step on a long-term goal. To drive this home: THis is what you are doing, this is where you’re going, and this is what you’re going to do too get there.
Solid Blueprints. Here are the courses we’ll teach, here’s the clarity of the outcome. Here’s what you’re “building” with the grant and the funds. It might be one shot, or it might be one shot, mutliple kills, and they want to know. This will help put you in course with others.
Sustainable Ideas. They don’t want your idea to die once funding runs out. what is the future of the project? if the grant is a pilot project, how will this be grown, nurtured and sustained? Where do you see funding coming from? will you train employees or train the trainers once completed? As a press release shows that the grant was completed x years ago, but they have served xx students. They want to see the idea sustained over time.
The budget. Show where the money will go, and how it will be used. What is the scope of the proposal and how will the monies be used? What does the grant specifically fund, and how can you show them what you’re using. If the funds are used for only equipment, Show equipment. If you’re making new roads in the school, show marketing, scholarships, tables and reception items relating to locations. You want if possible, the institution to take over the funding or the grant monies and foster the project.
Finally, never underpromise and overask for money. Similarly, NEVER ever overpromise and overdelivery
Evaluation: Measuring Success and Failure. Its a good idea to include the success and failure criteria. Will the evaluator be internal or external? Look in the RFP to see the evaluation criteria if it exists. Its a good idea to keep a log. Failure is not always a negative, because innovation might be so difficult to create. If you are evaluating your project, you can create lessons learned and self-evaluate. Track what you can do, and not do. Can you find new strategies? and solve differently? can you make adjustments or do you need to cut and return the unused portions of funding.
Hands-on activities at this point included a grants checklist and revisiting a successful grant. Did it align? Mostly it did.
- Leaders have goals.
- They think about the big picture and the little details.
- They have strong project management skills.
- Check on specifics outlined.
- Are amenable to following rules and regulations.
- Are comfortable taking risks and okay with failure
- cover the 3C’s
Make sure that the college, key stakeholders, psychology, college mission, are covered and represented in the grant. It is important to have a collaborative spirit when working on grants. Grant development ultimately implementation is a team effort. Know the strengths and weaknesses of the team members.
Having the right team members, and recruiting the right team members for the job is critical. Make sure you have informed them and gained consent prior to publishing your document. You don’t want to surprise them! You wouldn’t want to be surprised and committed to work on materials without your previous knowledge.
Another hand-on activity here focused on who the individuals named in the project, or who should have been identified
Grant resources can be found at the sponsored projects and federal relationships page of the Wake Tech Website
Melissa J. Nixon is a powerhouse of positivity. In her lecture entitled “Discover Courage” at Wake Tech’s Main Campus today, Melissa J. Nixon encouraged male and female students alike to discover the courage that they needed to make the impact they wanted in their lives, their community, and their bottom line. Door prizes were given out, and everyone walked away feeling empowered to take on their tomorrow.
In her talk, Melissa J. Nixon (hereafter referred to as Melissa Nixon) stressed the importance of courage and confidence. Courage and confidence are noted as the two main game changes to propel a woman forward with velocity into the life they want. Without these ideas, student may cause themselves to remain comfortable in your life and career.
This stagnation is something I speak with my students about often in Graphic Design I, II, III, and IV.
Many leaders live and lead in the space she defines as “Just Enough!”, a space which enables enough success for individuals to be proud of their accomplishments, but never moves you to pass the true fears which make the biggest impact truly possible. In order to have this kind of significant impact in the collegiate and professional careers we have, we must learn how not only to show up, but to lead the way in a marketable way that makes a difference in our income, our influence, as well as the culture, strategy, and bottom line of the organizations we are serving. This could be the school we attend, the job we have, the community organization we are part of, or our community as a whole.
At the end of this lecture and QA forum with Melissa Nixon, students seemed enthused about what lay ahead, and how they might start making a valuable impact. Granted, not everyone was keen about actively conquering their fears, but there were several practical steps outlined which they could use to help them on their way.
Being one of the few males in the meeting made this a special training for me, and I felt some of the practical steps here could be very helpful in my own approach to 360 degree leadership.
This year, I was selected as a Juror for the 2014 WebAwards presented by the Web Marketing Association (WMA).
WebAwards 2014 Juror: Tyler Dockery
Initially, I opened my own WebAward nominating account, receiving this message:
Thank you for creating a WebAward Nominators Account. This account is going to be your portal to the WebAward competition. Here you will receive news regarding the awards only provided to participants. You will be able to see the current status of your entries and edit them if necessary until the beginning of judging. In addition you have valuable tools to help market your award if you win.
However, after nominating several websites and filling out my profile, I was contacted by several members of the WMA. Their phone messages were short and sweet, suggesting that my personal work, website, and career path would make me an excellent judge in this juried competition. I accepted their proposal, and subsequent invitation.
In this competition, I judged many, many applicants. In the final round, I judged 12 applicants. This was a fantastic competition, and I thoroughly enjoyed participating and representing both Wake Tech Community College and Dockery Design.
Winners should be available: September 2014
Planning for Results Managing Priorities Creative Problem Solving
In the beginning, we rated ourseles on the 10 habits of successful leaders and the 20 bad habits of leaders. I was fairly happy with my results, but honestly it would take a fair amount of work and adjustment to quash these. If you’re interested in learning where you stand, try visiting our class examples at http://www.slideshare.net/bright9977/10-habits-of-the-great-leader
Part One: Assessing Your Leadership
The training hopes to introduce practical ideas and techniques for short and long term planning with an improved focus on results. We also seek to help define criteria for prioritization of your work and a system for managing to those priorities.
Introduce a five-step, structured process for problem solving in teams or groups.
Wake Tech Mission & Vision
The MISSION of Wake Technical Community College is to improve and enrich lives by meeting the lifelong education, training, and workforce development needs of the communities we serve.
Our VISION is to be a college that exceeds the expectations of our stakeholders for effective lifelong education, training, and workforce development by providing world-class programs and services. Wake Tech will structure its operations, training, and educational programs around the CORE VALUES of accountability, respect, responsibility, critical thinking, communication, and collaboration.
Part Two – Planning, Priorities and Problem Solving
Planning for Results
Types of Planning
- Planning for Results
- Strategic Planning in Higher Education
- Wake Tech Mission and Values
- Types of Planning
- Obstacles to Planning
- Planning for Results
Wake Tech Core Values
Accountability is essential for an environment of learning. Those who are accountable stand by their words and actions, taking full responsibility for what they create and for what they contribute to the community.
Respect is a prerequisite for enhancing learning. Community members who respect themselves and others help create a safe, yet open, climate of learning.
Responsibility is the root of success. Students who assume personal responsibility for their education will reach their goals. Responsible students also make contributions to their communities.
Critical thinking is the fundamental purpose of higher education. The ability to solve problems through the application of the appropriate skills is critical to all disciplines.
Communication is increasingly the key competency for living and working in the information age. Communicating effectively in oral and written forms through traditional and new media is a powerful tool for personal and career success.
Collaboration, by bringing together individual knowledge and talents, creates teams that are greater than the sum of their parts. Such teamwork maximizes benefits to individuals and the community.
Making the Plan Work
Leadership – Defining leadership roles and responsibilities. Creating a commitment to the plan.
Communication – Attention given to each affected group of plan to lessen resistance.
Assessment – Monitor plan’s progress and assess its outcomes.
Plan Process Considerations
- Create a diverse leadership team to gain variety of perspectives
- Foster readiness and shared sense of need for change
- Gain historical perspective of previous planning efforts
- Anticipate concerns and develop strategies to address them
- Engage faculty and staff to ensure openness and inclusion
- Identify needed resources
Obstacles to Planning
- Lack of Awareness
- Culture of Immediacy
- Lack of Initiative
- Fear Factor
- “We’ve never done it this way before“
- “We’ve always done it this way”
- “What happens if we fail?”
Planning for Results
- Develop a sense of direction and purpose
- ID factors that affect the College
- Understand circumstances contributing to past successes (or failures)
- Coordinate efforts – include your team
- Ensure availability of adequate resources
- Develop “What If” Scenarios
- Establish Performance Standards
- Establish priorities
Prioritizing Your Time
A Guide for Prioritizing
Set 3 Most Important Tasks (MITs) for the day. If you could only do three things today, what would I feel the most fulfilled in doing?
Focus on providing value. How much value will this provide me, or someone else?
Think long-term. Will this make a difference a week, month or year from now? Five years?
A Guide for Prioritizing. First things first.
I will focus on completing my most important tasks early in the day so that if my afternoon gets busy, I can still finish the day feeling that I accomplished what I wanted to.
Have a clear vision. Is this activity moving me closer to my vision? Will it make much of a difference tomorrow or next week?
- Do you need a meeting?
- Plan the meeting – Begin with the end in mind.
- Select the appropriate participants.
- Distribute agenda and work materials in advance of the meeting.
- Begin and end the meeting on time.
- Appoint a facilitator and time-keeper.
- Designate follow-up actions with due dates.
- Publish meeting minutes – including action items – within 24 hours.
- For those with action items, work into priorities matrix.
Structured Problem Solving Process
- Identify the stakeholders
- Define the problem
- Understand the problem
- Identify solutions
- Pick a solution
- Implement the solution
- Measure the results
- Revise and repeat
- Tackling Your Committee “Opportunity”
- Define the problem.
- Do you really have enough information for this?
- Who would you need to involve? (A “committee” isn’t always the best option.)
- To get creative, you need to get outside of the box – to get out of the box… you need help!
- What information would you need to collect?
- What do you already have?
- What do you need to research / create?
- Tackling Your Committee “Opportunity”
- Once you have all the information you need – what possible solutions can you identify?
- What will they cost?
- How easy / difficult will they be to implement?
- What will drive results?
- Get in the way?
- Tackling Your Committee “Opportunity”
- Select a solution – build consensus.
- How will you measure your results? (If you can’t measure results, how will you know if the problem is fixed?)
- Plan your implementation:
- Who needs to be on board?
- What do they need to know?
- What needs to be done to support implementation?
- Implement, measure, evaluate and revisit.
Part Three – Reality
- The phone
- The email
- The “drop-in”
- Contracts with your “significant others”
As a result of today’s discussion, what will you?