21. What’s the most selfish
thing I can do?
What is the most pragmatic
thing I can do, that would
solve the problem and in
the process make me look
good?
3 Part Decision Making Process
22. What’s the most
selfish thing I can do?
What is the most
pragmatic thing I can
do, that would solve
the problem and in
the process make me
look good?
What’s my highest
possible moral act?
What’s my purpose,
my highest goal,
and what must I do
regardless of fear?
3 Part Decision Making Process
24. Diminishers vs. Multiplier
• 48 % of leaders fail to bring
out the best in their
employees.
• These leaders assume that
employees cannot accomplish
difficult tasks on their own.
25. Diminishers vs. Multiplier
• In contrast, the leader with team smarts and
EO brings out the best in their employees.
New York times journalist Adam Bryan wanted answers about what makes a leader successful. He taped more than 70 interviews with leaders in various fields.
As we review the five traits that he found, think about which one best describes you.
Challenging the status quo in ways that open up opportunities.
EI can impact leadership ability in a number of ways. A leader’s ability to be empathic and realistic, to solve problems effectively, and be confident has been linked to higher profit earnings (Stein et al., 2008). In addition, a leader’s EI can alter the workplace norms in an organization by creating a high-performance work culture that leads to increased financial performance.
The late management guru Peter Drucker was one of the first to recognize this truth, as he was to recognize so many other management truths. He identified the emergence of the “knowledge worker,” and the profound differences that would cause in the way business was organized.
With the rise of the knowledge worker, “one does not ‘manage’ people,” Mr. Drucker wrote. “The task is to lead people. And the goal is to make productive the specific strengths and knowledge of every individual.”
Today there is too much information. Bryant says the best leaders avoid information overload, and instead are able to extract the one or two things that matter most. Concise leaders are respected and powerful. Keep it simple, keep it clear. Simplify.
Fearlessness is the willingness to do the right thing, regardless of the consequences. It’s following that inner light or compass, no matter what the consequences.
Do you get bored when things seem to settled?
Do you like situations where there’s no road map or compass
Do you start twitching when things are operating smoothly, and want to shake things up?
Are you willing to make surprising career moves to learn new skills?
Failure is an essential part of leadership. By modeling failure, we allow children see us bounce back, and demonstrate resiliency.
Would you call yourself passionately curious? If so what drives you, if not, what holds you back?
To be curious is to approach life with wonder and awe. You can look at everything as if it’s a miracle, or nothing.
Would you call yourself passionately curious? If so what drives you, if not, what holds you back?
This can be summarized in one word- COURAGE. It’s the ability to identify your highest possible moral action and then to do it without worrying about risk to self. To act with courage you need discernment along with critical thinking.
According to John Maxwell in his soon-to-be-released book, Sometimes You Win, Sometimes You Learn: “Adversity can signal a coming positive transition if we respond correctly to it.”1
Seasons of change and difficulty come and go. With change comes adversity – adversity that can dictate whether we succeed or not. If we react in a positive manner, we have the opportunity to learn from our mistakes and grow from them. However, reacting negatively results in more negativity. This cycle perpetuates itself if we don’t learn how to stop it.
Here are three ways to overcome adversity and end the cycle of negativity before it begins:
1. Recognize that adversity doesn’t exist to bog you down, but rather to teach. We can see adversity as a burden – as simply a mountain to climb – or we can see it as an opportunity to strengthen our bodies and minds for future obstacles. We learn from moments of difficulty – and once we reach the peak of the mountain, things are much clearer. Then, we’re prepared for the next mountain to climb.
2. When you encounter adversity, take a step back, assess the situation and determine best next steps. When adversity is running high, it’s likely that emotions are as well. In order to best overcome hardships, we must take a step back from the problem. With a moment out of the chaos and our minds clear, we see the good aspects of the situation. From there, we can determine how best to overcome the issue.
3. Remember why you started on the path in the first place. In moments of adversity, it’s easy to get discouraged and feel like everything is against us. However, keep goals in perspective and focus on the original motivation to begin the journey, then the adversity will seem like a minute speed bump in the road. Those tiny obstacles can make the end success that much sweeter.
Nelson Mandela
Dalai Lama
Pope Francis
President Obama
Bill Clinton #5
Notice how you react in the heat of the moment of a crisis. Elaborate on Penn Wood convict escape story. What did I notice about myself when in the closet with the children
Notice how you react in the heat of the moment of a crisis. Elaborate on Penn Wood convict escape story. What did I notice about myself when in the closet with the children
Growth or fixed mindset- Dweck research We need to model a growth mindset for our students. Dweck and her colleagues’ research on “mindsets” – beliefs about the malleability of intelligence and talent – has shown how quickly students can change their concept of human potential. Academic mindsets – These are the positive psycho-social attitudes or beliefs one has about oneself in relation to academic work. They feed academic perseverance, which in turn drives academic behaviors, which produces academic performance, which circles back and validates positive academic mindsets. “Note that this reciprocal, self-perpetuating system also works in a negative loop,” say the authors. “Negative mindsets stifle perseverance and undermine academic behaviors, which results in poor academic performance. Poor performance in turn reinforces negative mindsets, perpetuating a self-defeating cycle.” Positive academic mindsets manifest themselves in self-statements such as: I belong in this academic community. My ability and competence grow with my effort. I can succeed at this. This work has value for me.
How is this factor related to academic performance? Quite strongly.
Is this factor malleable? Yes; a number of interventions have produced encouraging results.
What is the role of classroom context in shaping this factor? Explicit teaching can have a direct impact on students’ academic mindsets.
Are there clear, actionable strategies for classroom practice? There are several short-term interventions that have evidence of success, such as envisioning “future possible selves” and “developing a sense of belonging.” However, the research is fuzzy and the authors say there are few resources to translate social-psychological theory into classroom practices that can be easily implemented by teachers in a variety of school settings.
Would changing this factor significantly narrow gender or racial/ethnic gaps? Yes – but it depends on the degree to which gaps are “caused by stereotype threat or other forces that differentially harm minority students,” say the authors.
It’s the ability to take the road less traveled.
The manager focuses on systems and structure; the leader focuses on people.
– The manager relies on control; the leader inspires trust.
– The manager has a short-range view; the leader has a long-range perspective.
– The manager asks how and when; the leader asks what and why.
– The manager has his or her eye always on the bottom line; the leader’s eye is on the horizon.
– The manager imitates; the leader originates.
– The manager accepts the status quo; the leader challenges it.
– The manager is the classic good soldier; the leader is his or her own person.
– The manager does things right; the leader does the right thing.
Describe Literacy Committee from WCASD
Keeping this PP brief and concise
Too much Information- less is more
Elevator Speech
Keeping this PP brief and concise
Too much Information- less is more
Elevator Speech
Avoid the jargon
Keeping this PP brief and concise
Too much Information- less is more
Elevator Speech
Avon Grove- Margie Sharp
Would you give up security? $
Chaos theory
The understanding, regulation, and use of emotions by leaders can have substantial impact on their ability to lead. This connection is supported by research showing that emotional skills are critical to the successful performance of individuals at the executive level. Further, the more someone progresses through the organizational hierarchy, the more important emotional skills become in their success (Dulewicz & Higgs, 2003; Goleman et al., 2002).
