Leadership Reflection

Problems Of Leadership

Day 1: Framing the problem

"If you change the way you look at things, the things you look at change." - Wayne Dyer

We started this discussion with an ice-breaker where we had to write one thing about ourselves. We then were told to group the facts - no other instruction was given in terms of how we should do this or how we should go about it. Immediately it was chaotic. I wanted to take control and give some guidance so that it would be a more organised exercise. People started to create 'frames' or groups and gathered into small clumps. There wasn't much discussion between the groups other than one or two of us shouting out what group we were. We then had turns to name the group and share our facts. Here are some things I learnt from that exercise:

1) People had understood the directive on what to write differently which had created vastly different facts.

• Just as our facts had been vastly different, a leader's problems will vary immensely in their day to day role. Leaders need to embrace problems and try to figure out what is causing those problems. Rather than putting out fires daily, they need to deal with the root cause of the problem.

2) The language barrier between contributors affected how much interaction there was from some members of the group. Was it necessary for a translator to be involved to be able to fully engage in solving the problem?

• A leader needs to be mindful that when working with people not everybody will have the same skills. It is important to mentor those who may have different skills on their own so that they can learn and become better at what they do. 

3) Once we had shared and were able to reorganize the group, it was easier to make decisions on which 'frame' the facts should be in.

• A leader needs to be aware that clarity on the bigger problems will help address the smaller issues and aid in making decisions on them. It is important to have organisation to be able to tackle a problem head on.

4) When given the chance to reshuffle and reorganize the 'frames' or groups, the majority of us were reluctant to do so.

• Good leaders will know that the way that a problem is 'framed' can affect how you perceive it. It is important to know that the decisions that you make regarding those problems do not have to be final. They can be reflected upon and change if need be.

Day 2: Defining Fairness

"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid." - Albert Einstein 

As a teacher we often ask ourselves whether we are being treated fairly, in our job expectations, as professionals, and as human beings. We will often strive to make things fair for the students in our class. But what does being 'fair' actually look like? And are there different ways to be fair?

1) Equality in applying the process. This entails giving students equal time, the same questions, and the same test conditions. 

2) Equality to the outcome. This is regardless of the ability or effort a student puts in. Regardless of the performance of the student, they will receive a report outlining their areas for growth.

3) Equality to the process. This entails acknowledging the needs and abilities of the students and making arrangements for the necessary accommodations the student might need. Students are allowed alternative formats so that they have equal opportunity to demonstrate their understanding.

4) Equality in applying the outcome. This entails taking the students individual circumstances into consideration. The outcome is determined by the growth, effort and progress that the student makes.

It is important as teachers for us to know which aspect of fairness to apply to each situation that we face. It is also important for us to help our students understand what fairness is and help them understand that they all learn differently and have different abilities. So when something may seem 'unfair' it is usually us applying equity rather than equality. Everybody deserves a fair chance to do their best!

Day 3: Participatory Decision Making

"The best teamwork comes from men who are working independently toward one goal in unison." - James Cash Penney

There are different ways to go about making decisions. The level of participation in making those decisions can vary. A decision can be democratic or participatory. There are 4 different ways that participatory decision making can happen:

1) No participation, but all the decision making power.

2) Lots of participation, and lots of decision making power.

3) No participation, and no decision making power.

4) Lots of participation, but no decision making power. 

It is important that problem solvers know where they are on the decision making spectrum. It is also important to realize that decisions in a school do not have to be democratic. The people in the roles making the decisions, should be experts in their fields in order to have valuable input. If an external decision maker is being included - it should be clear why. Is accountability being outsourced, or is it for process input?

There are some barriers to participatory decision making:

1) Lack of expertise

2) Decision making rights without outcome responsibility

3) Resource intensive

4) Conflict and gridlock

5) Group thinking and conformity

6) Paralysis by analysis

7) Unequal participation

It is important to be aware of barriers to participatory decision making if that is the route they are taking to solve the problem. They should also be clear in what their expectations are of those people that are participating. Leaders should find the best participatory model for the problem that they are facing - not all problems are going to require the same amount of input. They should ask themselves: Who fits the role? How much power do they have? And they should be selective in who they admit to the process. 

Day 4: Making RAPID Decisions

"Sometimes you make the right decision, sometimes you make the decision right." - Phil McGraw

Decision making in schools is often a long process where there are too many stakeholders wanting their opinion taken into account. Running a school is not a democracy! Wow. Let me repeat. A school...is not...a democracy. Why was this statement so shocking to me? Too often decision makers become fixated on making everyone happy, when in reality, with every decision someone is going to be unhappy or lose out. In chapter 2 of the HBR Guide To Making Better Decisions, they explain the RAPID model for decision making. This model involves assigning clear roles for decision making which can be implemented in businesses or even schools. Each of the letters represent a role player in making the decisions.

1) Recommend - This person makes the proposal on key decisions by consulting with input providers.

2) Agree - This person is the negotiator of the proposal. They veto power over recommendations in order to speed up the process.

3) Perform - This person executes the decision through prompt and effective implementation.

4) Input - This person provides the relevant facts to the decision maker.

5) Decide - This person makes the final decision and is accountable for it and brings the decision to a closure.

Some suggestions to make this model work are to:

1) Make sure only one person has the decision power.

2) Watch for too many vetoes.

3) Avoid having too many fact providers.

It is important to have the right people in these roles. You need to have experts or people who have had previous experience for this method to be successful. Assuming that you have built a team with the strengths to be able to take on a position should allow you to make decisions in your business or school "rapidly".

Day 5: Ethical Decision Making

"Ethical decisions ensure that everyone's best interests are protected. When in doubt, don't." - Harvey Mackay

It is a challenge for leaders to make ethical decisions. A way to go about this is to move through Kiddler's 9 Checkpoints for Ethical Decision-Making.

The steps are as follows:

1) Recognize that there is a moral issue. The issue needs to be identified as morally questionable.

2) Determine the actor. If the issue was moral, the question is not whether we are involved but whether we are responsible - whether I am morally obliged and empowered to do anything in the face of the moral issue raised.

3) Gather the relevant facts. When making ethical decisions it is important to have the details of the issue.

4) Test for right-versus-wrong issues. Here you need to determine whether there was any wrongdoing.

5) Test for right-versus-right paradigms. If the issue passes the right-versus-wrong test, it needs to be analysed into the four dilemma paradigms. One needs to clarify whether your dilemma falls into: truth versus loyalty, self versus community, short-term versus long-term, and justice versus mercy. By identifying the dilemma one can bring it into focus.

6) Apply the resolution principles. There are three resolution principles to consider: the ends-based thinking, rule-based thinking, and cared-based thinking. We do this to locate the line of reasoning that is relevant to the issue.

7) Investigate the 'trilemma' options or alternative options. This is when the resolution option is the middle ground as a result of a compromise between two rights.

8) Make the decision. Just as it is stated, a decision needs to be made.

9) Revisit and reflect on the decision. Go back over the decision making process and look for lessons to build up expertise.

Too often leaders jump from step 1 to step 8 without taking the other steps in the decision making process, which can lead to poorly made decisions. This model will help leaders to make better ethical decisions by understanding what the issue is.