Tag Archives: performance management

The Importance of Feedback and How To Provide it

Posted on by

Performance management has become a necessity in almost all organizations, irrespective of venue and yet, typically, they are one of the most stressful and virtually useless activities in modern-day leadership.

Unfortunately, in public education and elsewhere, the evaluation process has become engrained as a bureaucratic requirement, much like high-stakes testing. If principals, as with all supervisors, focus on their mission, however, formal performance evaluations should be little more than a minor inconvenience.  All it requires is to integrate feedback into the daily work of principals. Same is true for superintendents providing feedback to principals. I call this integrated performance management.

This may seem impossible within the context of the existing education process, but imagine an education process structured to support these responsibilities. This is exactly the type of process I propose in The Hawkins Model©.

So, what is a principal’s purpose?

Their mission is to help teachers develop their potential to the optimum and do the best job of which they are capable; to help your teachers develop their craft, relentlessly. Principals have no greater purpose and their success will be measured in terms of how well teachers are able to serve the needs of their students.

What is “a teacher’s craft?”  

Teaching is an uncertain science. Never can we be assured that if we do “x”, “y” will be certain to follow. Not only is every teacher unique, as are each of their students, every teacher is on a unique growth and developmental path and the principal’s role is to help them improve the level of their “craftspersonship,” daily; which, in turn, improves the quality of outcomes.

A teacher’s craft is a dynamic body of skills, tools, experience, and wisdom coupled with the ability to apply them to meet the unique needs of individual students.  By utilizing their accumulating body of experience, teachers learn how to assess and respond to the unique needs of each student as each of them moves along their individual growth and developmental path; whether academic, physical, and emotional.

The teacher’s mission, also, is to help students begin accepting responsibility for their own dreams and aspirations. The ultimate objective for each of our students is that they leave school with meaningful choices and become productive members of a participatory democracy.

Ironically, teachers are much like their students; they must take increasingly more responsibility for their own professional growth and development.

As a principal, the job does not involve comparing teachers to one another or to grade them. Neither is it to find someone doing something wrong, unless it presents a teaching opportunity. When you spend time, daily, talking to each team member about their unique situations and working to help them develop their craft, they will always know how they are performing, and you will always know their status. Providing this kind of ongoing, integrated support is not something done once a quarter, semester, or school year, rather it is what you do every day in your interactions with both teachers and staff.

Principals must also understand that his works only if your teachers are willing to trust that your purpose is to help them be successful. They must view you as their champion and this must be demonstrated by your actions, not just your words.

This kind of an approach will help teachers feel they have some level of control over both process and outcomes. Having control over the outcomes in our lives is a powerfully motivating force.

Neither teachers nor students will commence their developmental journey from the same point of embarkation; rarely will they follow the same pathway or progress at the same speed; and, always, the objective is to help them apply in life what they have learned every step along the way.

If we learn to appreciate the value of every individual, what we do ceases to be work and becomes an adventure. There are few things in life that feel better than helping another person be successful. Being a principal, like being a teacher, is supposed to be rewarding.

There may be times when principals must make tough decisions. We do not want to give up on our teachers too quickly, however, any more than we want our teachers to give up on their students. The key is to give everyone an opportunity to surprise us, which, in turn, gives us something to celebrate together.

When formal performance evaluation reports are required, they will be little more than a status report and will almost always be a positive. The exceptions are when some remedial action has been deemed necessary and, in such cases, there should be a specific remediation plan where expectations are clear for all parties. Never should a teacher be out there feeling alone, hopeless, powerless, or unsure of their professional standing. We must help them learn to expect positive outcomes. The same goes for students.

Working in a bureaucracy is never easy but we are not required to let the bureaucracy define us. The best way to avoid being constrained by the environment around us is to keep a laser-like focus on our mission/purpose, which is: “help people be successful.”

If you are thinking this is impractical or even impossible in your school, you are offering “proof positive” that the existing education process is obsolete and unable to meet the needs of kids, teachers, and communities. For as long as a principal or teacher must circumvent the process to do their jobs, we will never produce the outcomes we need.

My education model is engineered so that the structure supports the work we do, not the other way around. Please take the time to check out The Hawkins Model©. You might be surprised!

Things You Can Do, Part 8 – A Positive Leader’s Vision and Relentlessness

Posted on by

A positive leader’s ever-expanding vision for the future of his or her organization is an energizing force. In this, as in so many things, positive leaders are relentless.

If you are a leader and your vision has grown stale, your organization is in trouble and you need to do whatever it takes to recharge and revitalize yourself. The very future of your organization depends on it – your organization depends on you!

Put this quote on the wall of your office and at other high visibility locations throughout your facilities:

“The point at which an idea, process, product, service, or organization can no longer be improved is the precise moment in time that it becomes obsolete.”

There are no leaders who can afford to become complacent and there are no organizations, whether for-profit or not-for-profit; whether manufacturers, assemblers, or service providers that can afford to become stagnant.

The pressure to survive, let alone prosper, in the economy of the Twenty-first Century decade will be extraordinary and whatever one’s venue, entities that cannot compete will surely disappear. This places an exceptional premium on positive leadership.

Many leaders feel over-whelmed by the challenges of leading their people through incessant change and relentless improvement – continuous improvement does not cut it anymore.

Listen carefully – positive leaders neither live nor work in isolation. Positive leadership recognize that every member of their organization is a partner and bears a share of the responsibility for the “relentless improvement” process. Positive leaders enlist the full participation of the people and they establish incentives for creative thinking.

Any leader that guards the creative and decision-making process and restricts participation to a select few is doomed to fail. Make relentless improvement an expectation of everyone in your organization and include it in your performance management system. If your organization does not have a performance management system, create one. Create ad hoc brainstorming teams, pulling people from all departments and levels of the organization. Celebrate excellence and creativity at every opportunity. Share information about performance and work to create an ownership mentality throughout your organization. These are characteristics of winning organizations.

As a leader, take the time to talk to as many of your people as possible. Thank them for their effort, share your vision and elevate both your expectation and theirs. Teach your people to feel like winners and you will discover that there are few things in the work world more exciting than being a part of a winning organization.

Being part of a winning organization creates a self-perpetuating cycle in which a leader’s vision seems to expand magically. Just like an answer to a question will lead to multiple new questions, the introduction of a new idea spawns creation of a chain of new ideas.

Exponential Thinking

Posted on by

How do you teach yourself and your people to think exponentially? Exponential thinking is often referred to as “thinking outside the box” or “creative thinking”. While the phrase “thinking outside the box” has become cliché, the activity of expanding one’s paradigms and thinking creatively is a critical skill that powerful, positive leaders rely on to manage their organizations and to make a difference in their personal lives and community.

We live in a multi-dimensional, interdependent world in which events about which we may be unaware or that seem disconnected to us still impact our lives and businesses. The most effective leaders are tuned into the world around them, fully aware of the interdependencies. These men and women recognize how easy it becomes for people who are immersed in their daily work activity to lose sight of events taking place around them.

“Systems Thinking,” a term used by Peter Senge in his best-selling book, The Fifth Discipline , teaches us how to step back to a point from which we can examine our world, our lives, and our organizations as an integral whole. This perspective enables us not only to see the broad forces that influence our activity but also to see how what we do influences the whole in ways that may not be apparent to us. Under a systems thinking approach we are able to examine our basic assumptions about the world in which we live and work and about why we do the things we do the way we do them.

What all organizations must do is to periodically stop and re-examine where they are going and how far they have come. Is our mission still important? Are our goals and objectives still appropriate given the changes that have taken place in our industry, in our supply chain, or in our world in general? Have any of the things that have changed in our environment also altered the needs of our customers? That such changes, unnoticed, can have a devastating impact on a business organization’s future is bad enough. Just as importantly, these changes often create new opportunities for the alert and the innovative.

Creating an organization in which all members are engaged in a learning process, and in which they are encouraged to develop and share new ideas can pay enormous dividends. Senge refers to such entities as “learning organizations.” Many quality systems have been designed to function as an integrated part of the production process in order to facilitate continuous improvement. Only a special few, however, actually make the effort and investment to teach people how to think exponentially and then reward them for sharing.

What we have learned is that continuous improvement is insufficient for the dynamic world in which we live and do business. What is needed is “relentless improvement” in an environment in which people at all levels of the organization have been taught to accept responsibility for exceeding the customer’s expectations. Acceptance of such responsibility is the purest form of positive leadership. Most organizations are blessed with a small number of individuals who are natural leaders, irrespective of their titles and formal authority. The challenge of executive leaders who wish to infuse their organizations with positive leadership and exponential thinking requires, first, that those executives are, themselves, positive leaders and, second, that they make a relentless commitment to developing the leadership skills of their people.

Positive leadership is more than just a skill that people with titles keep tucked away in their portfolios. Positive leadership is a craft that must be practiced daily and one of the tools utilized by such craftspersons is exponential thinking. In one organization with which I was involve, we encouraged exponential thinking by including what we then called “continuous improvement” as one of the criteria by which employees at all levels of the organization were evaluated in the company’s “integrated performance management system” One of the best ways to build creativity into your organization is to be creative in developing ways to encourage, celebrate, and reward exponential thinking on the part of your people.