1 . Be Proactive. You are responsible for your life. Decide what you should do & get on with it. 2. Begin with the End in Mind. Think of how you want to be remembered at the end of your life. Use this as a basis for your everyday behavior. 3. Put First Things First. Devote more time to what's important but not necessarily urgent. 4. Think Win-Win. Have an &quot;abundance&quot; mentality. Seek solutions that benefit all parties involved. 5. Seek First to Understand, Then to Be Understood. Don't dive into a conversation. Listen until you truly understand the other person. 6. Synergize. Find ways to cooperate with everyone. Value the differences among people. 7. Sharpen the Saw. Continually exercise and renew four elements of yourself: physical, mental, emotional/ social, and spiritual. B. Inside Out Again
2. Begin with the End in Mind. Think of how you want to be remembered at the end of your life. Use this as a basis for your everyday behavior. Two creators: the mind and then the action
By Design or Default There is a first creation to every part of our lives. We are either the second creation of our own proactive creation, or we are the second creation of other people's agendas, of circumstances, or of past habits.
Habit 2 is based on principles of personal leadership, which means that leadership is the first creation. Management is the second creation. *Management is doing things right, leadership is doing the right things. *Often people get into managing with efficiency, setting and achieving goals before they have even clarified values.
Rescripting: Becoming Your Own First Creator Proactivity is based on the endowment of self-awareness. Two additional endowments enable us to expand our proactivity and to exercise personal leadership in our lives: * imagination allows to visualize our potential * conscience allows us to develop our talents within the context of principles and personal guidelines.
A Personal Mission Statement The most effective way to begin with the end in mind is to develop a personal mission statement. * The key to the ability to change is a changeless sense of who you are, what you are about, and what you value. * Once you have a sense of mission, you have the essence of your own proactivity; the vision and values which direct your life, the basic direction from which you set your goals. Example: The United States Constitution
At the Center * Whatever is at the center of our life will be the source of our security, guidance, wisdom, and power. What is at the center of your life? Alternative Centers * Spouse centeredness * Family centeredness * Money centeredness * Work centeredness * Possession centeredness * Pleasure centeredness * Friend/enemy centeredness * Church centeredness * Self centeredness A Principle Center * Our lives need to be centered on correct principles -- deep, fundamental truths, classic truths, generic common denominators. * As a principle centered person, you try stand apart from the emotions of situations and from other factors to evaluate options. When these four factors are present, it creates a noble personality a balanced character & a beautifully integrated individual
Leadership and Seven Habits of Highly Effective People Based on literature by Stephen R. Covey South Seattle Community College With Paul L. Gerhardt
“… the success of leadership can be measured by what kind of talent and structure one leaves behind.” Vartan Gregorian, former president New York Public Library
Think Win-Lose -Don’t let anyone else succeed at anything because if they win, you lose.
Seek First to Talk, Then Pretend to Listen -If you want their opinion, give it to them.
Don’t Cooperate -Teamwork is for losers; be your own island.
Wear Yourself Out -Make being busy the only thing that matters; never exercise or improve yourself.
The 7 Successful Habits ... an overview. habit = knowledge + skill + desire 7 Sharpen saw Independence Interdependence PUBLIC VICTORY Think win-win 4 Understand 5 Synergize 6 Dependence 1 Be Proactive PRIVATE VICTORY 2 End in mind 3 1 st things 1 st
My conditions, conditioning, and feelings control my behavior
Habit 1: Be proactive. Not until you can say I am what I am today because of the choices I made yesterday. ... can you say I choose otherwise.
Examples of your reactive statements ... and your “proactive” counterparts.
What to do when frustrated? Discouraged? Imposter? What is your “fix routine”?
Why not be proactive? What is the risk? Are you willing to risk failure?
stimulus response the gap = our choice Victor Frankl, Man’s Search for Meaning reactive (reverse acting, problem-bound, vague) I am not as smart as others in this company. People think I’m too heavy. I wish our Monday evenings were better. circle of influence circle of concern no concern proactive (forward acting, opportunity-focused, clear) I will read one book per month in my field. I will exercise and attend Weight Watchers weekly. I will cook dinners for my wife every Monday.
Risking failure ... a shining example! Less than one year of formal education. Ran for state legislature ... lost. Bought a store to make a living ... ended up with a huge debt. Interested in a girl ... she died. Interested in another girl ... she dumped him. Served four successive terms in the state general assembly. Became a lawyer. Engaged to be married ... engagement broke ... eventually got married. Had a son ... then another who died ... then another who died ... then another. Ran for Congress ... and lost ... and again, and lost ... and again, and lost ... ... then elected ...but was too unpopular to be re-elected. Became one of the leading lawyers in his state. Ran for Senate .. and lost. Ran for President ... and won. Presided successfully over a war. Re-elected President. Write your “failure resume”. Did you risk time, energy, money, or reputation? Why did you fail (see reasons above)? Innovate or Die , Jack Matson 1 outside of your circle of influence 2 failure of planning 3 failure of action more failures but more successes!
“ To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.” Stephen Covey, Seven Habits of Highly Effective People
Stages in the Backward Design Process Identify desired results . Determine acceptable evidence . Plan learning experiences and instruction. What should students know and be able to do? How will we know that they know? What activities, skills, information and resources will be best?
We’re used to jumping to lesson and activity ideas before clarifying our performance goals for students
The change in lesson design does not necessarily mean that we throw out everything that we’ve done but it is a matter of being more selective,
It helps us modify and also helps us to decide what not to teach.
By thinking through the assessments upfront, we ensure greater alignment of our goals and means that teaching is focused on desired results
Identify desired results Stages in the Backward Design Process Stage 1 What should students know and be able to do? What should others know and be able to do?
Worth being familiar with Important to know and to do “ Enduring Understanding” Grant Wiggins & Jay McTighe Understanding by Design ASCD, 1998. Curricular Priorities There is usually more content than can be reasonably addressed.
Enduring Understandings : What specific insights about big ideas do we want others to leave with?
Stages in the Backward Design Process Identify desired results . Determine acceptable evidence . What should others know? How will we know that they know?
Someone who understands… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Habit 3: Put first things first. urgent not urgent important not important I: necessity crises deadlines “maintaining” (25 - 25) II: opportunity PC activities planning & prevention commitment (65-15) III interruptions some meetings some reports (5-55) IV trivia busy work time wasters (5-5)
We want Quadrant II > Quadrant I.
Quadrant II comes from Quadrants III and IV.
Estimate how much time you spend in Quadrant II (and what IS Quad IV?) ... How do you plan your day? Datebook? Palm Pilot? How much is your time worth to you, in dollars/hour?
Habit 3 ... a demonstration. What is the lesson? 1 Identify big rocks (q2). 2 Schedule these FIRST! 3 Surround with other.
Type of work you do (work with people vs. work with things)
Amount of discretionary time you use (how much time is under your control)
Nature of Work 100% 0% 0% 100% Work with People Work with Things Your work falls someplace on the diagonal line. The higher up the line you go, the more sophisticated your time management system needs to be.
Discretionary Time 0% 100% Amount of control you have over your time The higher up the line you go, the more sophisticated your time management system needs to be.
The win-win approach is a set of principles, practices, and tools, which enable a set of interdependent stakeholders to work out a mutually satisfactory (win-win) set of shared commitments .
Habit 4: Think win-win. Are there times when paradigms others than “win-win” are appropriate? How do you develop “courage”? “Consideration”? Emotional bank account? What causes conflict? Tools for conflict resolution? Your “boundaries”? lose-win (you get hard feelings) win-win or no deal (abundance mentality; get P and PC) lose-lose (never pays) win-lose (other person gets hard feeling) courage consideration
Win-lose Generally Becomes Lose-lose Actually, nobody wins in these situations
Facilitators: some understanding of stakeholder domains, collaboration management ability
Good facilitators can be participants also
Beginning of shared vision
Habit 5: First understand ... then be understood. 4 tips for dealing with people Do not criticize, condemn, or complain. Express sincere appreciation. Give them “emotional air” and learn their story. Focus on their interests (know your best alternative coming in).
What are some “stranglers” for emotional air?
What are some ways we can express sincere appreciation?
How often do you ask someone to a professional lunch?
How do you meet a person? How do you greet a person?
Dale Carnegie How to Win Friends and Influence People Fisher & Ury, Getting to Yes win-win area = L x h h = “understand” L = “be understood”
Competencies have definitions and key actions. Your actions demonstrate competencies.
Initiative (An example) Definition Taking prompt action to accomplish objectives; taking action to achieve goals beyond what is required; being proactive. Key Actions Responds quickly --Takes immediate action when confronted with a problem or when made aware of a situation. Takes independent action --Implements new ideas or potential solutions without prompting; does not wait for others to take action or to request action. Goes above and beyond --Takes action that goes beyond job requirements in order to achieve objectives.
Habit 6: Synergize. “ Animal school” Once upon a time, the animals decided they must do something heroic to meet the problems of a “New World”, so they organized a school. They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer, all animals took all the subjects. In the end, the duck’s web feet were so badly worn that he couldn’t swim, the rabbit had a nervous breakdown and couldn’t run, the eagle was disciplined severely for getting to the top of the tree without climbing, and an abnormal eel ended up doing best overall and winning valedictorian. What are your unique gifts? What talents do you need from others? What qualities often seem like a disadvantage, but are necessary? How do you contact or talk with people, if you are shy? (Carnegie)
The lowest level of communication coming out of low trust situations is characterized by defensiveness, protectiveness, and legalistic language which covers all the bases and spells out qualifiers and escape clauses in the event things go sour.
The middle level of communication is respectful communication -- where fairly mature people communicate.
The highest level of communication is synergistic (win/win) communication.
Valuing the differences is the essence of synergy.
The truly effective person has the humility and reverence to recognize his own perceptual limitations and to realize the rich resources available through interaction with the hearts and minds of other people.
If two people have the same opinion, one person is unnecessary.
Habit 7: Sharpen the saw. When will YOU sharpen your saw? What measures will you use in each category? Physical endurance, strength, flexibility, sleep, eating Mental reading, journaling, discussing, seminars, meetings Spiritual battle of good versus evil (atheism, Christianity, Hinduism, Islam, Judaism) Social family, friends, service (notes, phone calls, emails, visits)
Foster a collaborative and cooperative environment
Enjoy the journey!
Homework … Establish your “big rocks” – the important changes, not just the urgent. 1 Decide that you CAN in fact change your life. 2 Get away one weekend with a pen and pad of paper. Write down what you HOPE for in life, and what you feel called towards (e.g., family, work, opera). If you don’t know … talk with friends or family. If you don’t know … try things! Athletics, service, camping, animal rights, politics, research. If you don’t know … read biographies and newspapers. If you don’t know … look at http:// www.dosomething.org/index.cfm . Plan toward your vision. 3 Record how you spend a typical week … then decide how well it matches your vision. Use a daily planner (e.g., a date book, a Palm) to plan by weeks, focusing on today. If in a rut, find a small victory and win it. Sharpen the saw. mental: Learn a hobby (e.g., chess, golf, piano), or about people (Mars & Venus, Dale Carnegie) physical: Exercise, eat right, sleep. social: Find friends with whom you can share your deepest struggles, biggest triumphs, most guarded weaknesses and fears. spiritual: Good versus evil questions are the biggest you’ll face.
The Hersey and Blanchard “Situational Leadership Model” is based on this lone variable… because if you tried to consider all variables before deciding, you’d become immobilized.
8 Leadership Styles Development Level of Followers The Hersey & Blanchard Situational Leadership Model S3 S1 S4 S2 Low Supportive and Low Directive Behavior High Directive and Low Supportive Behavior High Directive and High Supportive Behavior High Supportive and Low Directive Behavior DEVELOPMENT LEVEL OF FOLLOWER(S) DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 THE FOUR LEADERSHIP STYLES DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D1 D4 D3 D2 D1
D1 S3 S1 S4 S2 Low Supportive and Low Directive Behavior High Directive and Low Supportive Behavior High Directive and High Supportive Behavior High Supportive and Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1
New to job
roles of followers
D2 S3 S1 S4 S2 Low Supportive and Low Directive Behavior High Directive and Low Supportive Behavior High Directive and High Supportive Behavior High Supportive and Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1
can do it
D3 S3 S1 S4 S2 Low Supportive and Low Directive Behavior High Directive and Low Supportive Behavior High Directive and High Supportive Behavior High Supportive and Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1
key role is
D4 S3 S1 S4 S2 Low Supportive and Low Directive Behavior High Directive and Low Supportive Behavior High Directive and High Supportive Behavior High Supportive and Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1