This document is a presentation on leaders motivating and creating community. It discusses Henry Ford's quote about coming together, keeping together, and working together. It then reviews chapters from Kouzes & Posner's book on recognizing contributions and celebrating values and victories. The presentation provides examples of how leaders can recognize individual excellence and create a spirit of community through celebrations. It also reviews an article on thriving at work and the impact of psychological capital and supervisor support. The presentation emphasizes the importance of creating supportive relationships and communities at work.

1. Topic 5 Presentation:
Leaders Motivating and Creating
Community
Submitted To: Dr. Dianne Yee
Submitted By: Chantal Gauthier., Christina Sementilli., Kimberly Fortin and Laura Andreozzi
Due Date: October 21st, 2016
Course: GRADEDUC 9720A - 650

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“Coming together is a beginning.
Keeping together is progress.
Working together is success.”
~ Henry Ford

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What does creating community look
like to you?

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Kouzes & Posner Chapter 10: Encourage the Heart
Introduction
In this chapter, Kouzes & Posner discuss how exemplary leaders express pride in the accomplishments of their
teams. They make a point of telling the rest of the organization about what the teams have achieved. As well,
these types of leaders find creative ways to celebrate accomplishments. They take time out to rejoice in reaching a
milestone.
This chapter shows that leaders must:
1.Recognize Contributions by showing appreciation for individual excellence.
2.Celebrate the Values and Victories by creating a spirit of community.

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Recognize Contributions
The first example of this chapter, highlights the approach taken by a member of senior management, Guy Day, whose personal involvement in his
staff made a positive impact on how his constituents felt about themselves and about their work. During monthly meetings, he “would ask every
consultant to share a success story, giving him or her an opportunity to showcase a job well done in front of fellow colleagues” (p.274). Further, to
foster a sense of “spirit and community, regular celebrations were held for everyone in the firm” at all levels to encourage employees to get to know
each other on a more personal level. As one employee remarked, the result of these gestures demonstrated that “the firm came easily together to
work toward common goals, and staff in general had a greater satisfaction at work” (p.275).
Kouzes & Posner state that, all exemplary leaders make the commitment to Recognize Contributions. They do it because people need encouragement to
function at their best and to persist for months when the hours are long, the work is hard and the task is challenging. People need emotional fuel to
replenish their spirits. They need the will to continue and the courage to do something they have never done before (p. 275).
Conversely, in the absence of the recognition of contributions, Kouzes & Posner remind us that “no one is likely to persist for very long when he
or she feels ignored or taken for granted” (p.275). Therefore, in order to Recognize Contributions, leaders need to utilize these two essentials:
• Expect The Best
• Personalize Recognition

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Expect the Best
Belief in others' abilities is critical in making wonderful things happen within an organization. Excellent leaders are those who “elicit high performance because they
strongly believe in the abilities of their constituents to achieve even the most challenging goals” (Kouzes & Posner, p.276).
Constituents whose leaders care deeply and have faith in their abilities are successful not only because they are qualified for the position and have the abilities, but also
because their leaders are “more nurturing, supportive, and encouraging toward people in whom they believe” (p. 276).
Ways in which leaders can demonstrate how they Expect the Best, should take into consideration the following points:
•Show Them You Believe
•Be Clear About the Goals and the Rules
•Give Regular Feedback
Show Them You Believe
Leaders must realize that believing in others is a powerful force in encouraging performance. If leaders want their constituents to exhibit a winning attitude, the leaders
themselves must believe that their team members are already winners. The leaders' behaviour toward their team members must communicate this feeling to their staff.
Kouzes & Posner suggest leaders should “offer positive reinforcement, share lots of information, listen deeply to people's input, provide them with sufficient resources to
their jobs, give them increasingly challenging assignments, and lend them support and assistance” (p.279).
Be Clear About the Goals and the Rules
While it is important to believe in one's team members, it is also important to convey goals and values clearly so that everyone knows what he or she should be doing. In
order to do so successfully, leaders must recognize that goals set the tone for the shorter term, whereas values (or principles) are more long-term. In other words, “values
mediate the path of action. Goals release the energy” (p.281).

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Give Regular Feedback
Constituents may be less likely to put forth extra effort or feel less motivated when goals are shared without feedback, or when feedback lacks
goals. With clear goals and detailed feedback, people are more likely to feel encouraged, and develop a clearer sense of where they are going. With
feedback, constituents are better able to identify what needs correcting, to whom they should seek help and who around them may be in need of
their assistance.
The highest form of feedback is encouragement because it is more personal and positive than other forms of feedback. With this sense of
encouragement comes a feeling of trust between leaders and their constituents.
Personalize Recognition
Recognition should not be predictable or impersonal. Instead, leaders should recognize the efforts of their team members by personalizing
recognition. When recognition is not personalized, the gesture can be easily forgotten or lose its credibility. People need and want to feel trusted
and valued, so delivering recognition should be timely, personal and visible. Forms of recognition may vary and may include a simple verbal “thank
you” or monetary awards or formal awards and certificates. The form of recognition is not as important as the message behind it; that “someone
took the time to notice achievement, seek out the employee responsible, and personally deliver praise in a timely manner” (p.287).
When leaders are planning on recognizing their constituents, the following should be considered:
•Get Close to People
•Be Creative About Incentives
•Just Say Thank You

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Get Close to People
Proximity is important when dealing with people as it encourages dialogue and opens the door to learning more about the
person you are with. As a leader, taking the time to talk with employees can reveal a plethora of useful information such as their
interests, what motivates them and even what forms of recognition they appreciate. Leaders should recognize that “sincere
recognition and personalized appreciation can translate into endless productivity and loyalty” (p.290). In turn, the leader may also
reveal information that would allow the employee to get to know him or her better as well. If one intends to develop a climate of
mutual trust, then the hierarchical structure of management and constituents should not preclude a leader from getting close to
staff.
Be Creative About Incentives
Expressions of kindness and appreciation, whether informal or formal, elaborate or simple are most effective when they are
unexpected, specific and given in close proximity to the action or accomplishment, not several months later when it is difficult
for people to remember what it is they did to warrant the recognition in the first place.
In addition to providing sincere recognition and tangible rewards, leaders also utilize “intrinsic rewards – rewards that are built
into the work, including such factors as a sense of accomplishment, a chance to be creative, and the challenge of the work”
(p.293). The effects of these awards far outweigh the effects of any formal award as these intrinsic awards foster a sense of job
satisfaction, strong effort and commitment, traits that constituents can carry forward daily.

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Just Say Thank You
These two little words go a long way in making a person feel appreciated and valued! We teach our children to say “thank you” yet many adults
forget this basic rule of manners.
In Conclusion
To Encourage the Heart, “leaders must recognize contributions by showing appreciation for individual excellence” (p.298).
Leaders, therefore must:
•Maintain high expectations about what everyone can accomplish.
•Explain their expectations clearly and often.
•Through words and actions, show that they have faith in their employees.
•Make feedback a priority.
•Ensure that recognition and rewards are given to those who meet or exceed the standards set by the leader.
•Take the time to find out what types of encouragement matters to people.
•Connect with people.
•Be creative and fun when it comes to recognition.
•Make saying thank you a part of your daily behaviour.
•Do not take anyone for granted.

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Video Link: “Leaders Recognize Accomplishments”
Please watch the video link below. While watching the video,
ask yourself, “What did these leaders do to employ effective
recognition in their leadership practice? How effective were
these leaders at demonstrating recognition and in making their
constituents feel valued and appreciated?
https://www.youtube.com/watch?v=imRQTvTca_A
Question #1:

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Kouzes & Posner Chapter 11: “Celebrate the Values and Victories”
• People gather to mark various important occasions, to celebrate because “celebrations are among the most significant ways people all over
the world proclaim respect and gratitude, renew a sense of community, and remember shared values and traditions.” (Kouzes & Posner,
2012, p.302).
• In order to sustain exemplary performance, to motivate and to create a sense of unity, organisational leaders can use celebrations to
“strengthen relationships, celebrate successes and reaffirm commitments. (Kouzes & Posner, 2012, p. 302)
• A public organisational celebration is reflective of the values, vision and purpose that are the very fibre of that organisation: in honouring
those who exemplify these elements, the organisation also establishes behavioural expectations for others within the organisation:
“Performance improves when leaders publicly honour those who have excelled and who have been an example to others.” (Kouzes &
Posner, 2012, p. 304)
Exemplary leaders must celebrate values and victories by:
1) Creating a sense of Community
2) Being personally involved

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To Create a Spirit of Community:
As humans, we are social by nature; we require community connections and more recently, “Social capital has been added to physical and
intellectual capital as a major source of success and happiness.” (Kouzes & Posner, 2012, p. 305). Effectively, there is an important link
between creating a culture of celebration (which forges unity) within an organisation and motivating constituents.
How do we Create a Spirit of Community?
1) Celebrate accomplishments in public (showcase role models and show people that their efforts are appreciated).
2) Provide social support (social networks are essential for sustaining motivation, increasing productivity, psychological health and physical
wellbeing). George Vaillant explains that after 40 years of research: “the only thing that really matters in life are your relationships to other
people.” (Vaillant as in Kouzes and Posner, 2012).
3) Invest in Fun (leaders set the example and should demonstrate the joy and passion they have for their organisation; laugh and enjoy
yourself with others).

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Both the Kouzes & Posner (2012) article and the Paterson, T.
Luthans, F. & Jeung, W. (2014) article underline the
importance of creating supportive relationships at work
(where there is a genuine belief in the importance of the
interests of others). Drawing on your research and
experience, explain how organizations can facilitate this
expectation, and what impact it has had on individuals and
the organization.
Question #2:

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Paterson, T. Luthans, F. & Jeung, W. (2014). Thriving at work: Impact of psychological capital and supervisor support. Journal of
Organizational Behavior, 35(3), 434–446. Retrieved from:
http://www.tandfonline.com.proxy1.lib.uwo.ca/doi/pdf/10.1080/15575330903477 309
Thriving at work: Impact of psychological capital and supervisor support.
“Thriving” has recently become a popular topic in organisational behaviour research, and it can be defined as: “the
combination of leaning and vitality” (Paterson, Luthans and Jeung, 2014), both of which are psychological states. While
learning must encompass “the acquisition and application of new knowledge and skills (Elliott & Dweck, 1988 as in
Paterson, Luthans and Jeung, 2014), vitality must comprise of “positive feelings associated with having energy and zest”
(Bernstein, 2004 as in Paterson, Luthans and Jeung, 2014). While thriving can promote the development of “innovative and
creative ideas” (Paterson, Luthans and Jeung, 2014, p. 435), individual self-development and overall health, it is also linked
positively to work performance.
This study undertaken by Paterson, Luthans and Jeung, 2014, unearths some factors that promote thriving (traditionally
considered a socially entrenched phenomenon) at work alongside supervisor support. The article posits seven hypotheses that
are validated through the use of online surveys (one set of surveys for the employees and one set for the supervisors) which
measured different elements for each of the two groups. The results of the study are as follows;

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1) Thriving at work is positively related to supervisor-rated employee self-development at work. (Paterson, Luthans and
Jeung, 2014, p.442).
2) Thriving is positively related to performance. (Paterson, Luthans and Jeung, 2014, p.442)
3) Task focus* is positively related to thriving at work. (Paterson, Luthans and Jeung, 2014, p.442) – this effect was found
to be significant.
*Task focus: “when an individual is attentive and alert during the performance of work-related tasks.” (Paterson,
Luthans and Jeung, 2014, p. 436).
4) Heedful relating** is positively related to thriving at work. –this effect was found to be significant.
**Heedful relating can be considered the ability to successfully collaborate: “contribution, representation and
subordination” (Paterson, Luthans and Jeung, 2014, p.436).
5) Psychological Capital (PsyCap) *** is positively related to task focus and heedful relating. (Paterson, Luthans and
Jeung, 2014, p. 438). – both found to be significant.
***Those with high levels of Psychological Capital: “are confident that they can be successful in task accomplishment
(efficacy), harness goal-directed energy and proactively plan for alternative pathways for task accomplishment (hope),
persevere in the face of obstacles (resiliency), and attribute positive outcomes to self and negative outcomes to
circumstances (optimism).” Paterson, Luthans and Jeung, 2014, p.437)
6) Supervisor support climate is positively associated with task focus and heedful relating. (Paterson, Luthans and Jeung,
2014, p.438). – results are found to be significant.

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Agentic work behaviours stand in contrast to prescribed behaviours but they are equally examined as they exist when:
“individuals are intentional and in control of their own behaviours” (Paterson, Luthans and Jeung, 2014, p.436) and this
promotes vitality and creativity.
Results of the study are important because:
 They focus on the nature of individual attributes as enablers of thriving (Paterson, Luthans and Jeung, 2014, p. 443).
 They suggest that psychological capital contributes to thriving at work.
 They find that supervisors can have an impact on employee growth (“by taking an interest in the well-being and
development of subordinates, supervisors can establish a supportive work environment that can lead to thriving at
work.”) (Paterson, Luthans and Jeung, 2014, p. 443)
 They confirm “there exists a relationship between thriving at work and self-development” (Paterson, Luthans and
Jeung, 2014, p.443).
 They support existing research that “individual employees can take an active role in their development at work”
(Paterson, Luthans and Jeung, 2014, p.443).

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To summarize:
 When employees experience learning and vitality at work, there are positive outcomes for both the
individual and the organisation.
 Thriving members of an organisation will progress towards their own self-development (they request
feedback, set improvement goals, engage in developmental activities and track their own progress)
(Paterson, Luthans and Jeung, 2014).
 Supervisors should create a supportive environment in which constituents can take risks as well as
incorporate opportunities for job-embedded learning into everyday activities.
 Employers should take proactive measures to enable greater levels of thriving at work (Paterson,
Luthans and Jeung, 2014). What types of activities should these be? What would they look like?
 While focusing on the impact of psychological capital and supervisor support (as defined by Paterson,
Luthans and Jeung, 2014), what does thriving at work imply? How could this benefit an educational
organization?

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Source #1:
OECD (2012), “The Importance of Teacher Recognition,” Teaching in Focus, No. 1, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/5k4220vw98ms-en.
Rationale:
This article describes the positive impact of teacher recognition in raising achievement and fostering a culture of
innovation. “Teachers who receive appraisals report implementing positive changes into their teaching.” (OECD,
2012, p.1) Unfortunately this research reveals that 75% of teachers believe that they would not get positive
feedback for putting innovative practices in place. “A good way to improve teachers’ self-efficacy and student
learning is to value teachers’ innovative work and to publicly recognise teachers’ work.” (OECD, 2012, p.4) This
echoes the findings that when “employees simultaneously experience learning and vitality at work, there are
positive outcomes for organizations.” (Paterson, Luthans & Jeung , 2013, p. 443) The article also aligns with
Kouzes and Posner’s Chapter 10 because it emphasizes the need of any employee to get constructive feedback in
order to improve his or her performance. “People need to know if they’re making progress toward the goal or
simply marking time.” (p. 282) The information presented in the article is the direct application of Practice 5 –
Encourage the Heart, to the world of education.

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Source #2:
Erin R. Fluegge-Woolf , "Play hard, work hard: Fun at work and job performance", Management Research Review,
Vol. 37 Iss: 8, pp.682 – 705
DOI: http://dx.doi.org/10.1108/MRR-11-2012-0252
Rationale:
Although this article is not specifically about education, the conclusions drawn can be easily applied in an
educational context. As a matter of fact, the positive impact of fun at work transcends any work
environment. “Fun at work was positively and directly related to organizational citizenship behavior and positively
and indirectly related to task performance and creative performance.” (Fluegge-Woolf, p. 698) Furthermore,
people having fun at work proved to be more engaged and more creative. Since this research focusses on 245
students of an average age of 22, it would be interesting to see if the same conclusion could be drawn by having
subjects of different age groups. Nevertheless, this particular article supports Kouzes and Posner’s culture of
appreciating efforts, celebrating successes and having fun. “Every personal-best leadership experience was a
combination of hard work and fun.” (p. 313) People who are happy at work will go the extra mile.

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Source #3:
Beck, C.W. (2016) ‘Perceptions of thanks in the workplace’, Corporate Communications: An International Journal, 21(3),
pp. 333–351.
DOI: 10.1108/ccij-07-2014-0048.
http://www.emeraldinsight.com.proxy1.lib.uwo.ca/doi/full/10.1108/CCIJ-07-2014-0048
Rationale:
“All too often, people forget to extend a hand, a smile, or a simple thank you.” (Kouzes & Posner, 2012, p. 294) According to
Beck (2016), “Gratitude can be considered both a trait of character and act(s) of communication.” (p. 334) The article examines
the practices of leaders when time comes to show gratitude, the preferences of employees when being thanked and the practices
that should be avoided. “When managers understand the use, effectiveness, and ineffectiveness of how they thank their
employees, they have the opportunity to continue course or make adjustments in facilitating gratitude”( p.334) Employees who
feel appreciated at work will perform better, will be more creative and will stay at their workplace. Gratitude promotes a sense of
belonging and job satisfaction. Leaders have to make sure they are sincere, fair, and able to communicate effectively the reason
for praise and recognition. As Kouses & Posner put it “To Encourage the Heart, you must recognize contributions by showing
appreciation for individual excellence”. (p. 298)

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Question #3:
“Leaders give heart by visibly recognizing people’s
contributions to the common vision” (Kouzes & Posner, p.
272). What do you do to show appreciation and celebrate
successes? How do you know the medium and practices put in
place correspond to employees preferences and have a positive
impact on employee morale and work satisfaction. In your
response, make explicit connections to your experience,
readings, and research.

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Something we can all laugh
at…just for fun…because we
are educators!
https://www.youtube.com/watch?v=FyJBjfHpjwc
Gerry Dee, Stand-up Comedian: Teaching History

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REFERENCES
Beck, C.W. (2016) ‘Perceptions of thanks in the workplace’, Corporate Communications: An International Journal, 21(3), pp. 333–351.
DOI: 10.1108/ccij-07-2014-0048.
http://www.emeraldinsight.com.proxy1.lib.uwo.ca/doi/full/10.1108/CCIJ-07-2014-0048
Erin R. Fluegge-Woolf , "Play hard, work hard: Fun at work and job performance", Management Research Review, Vol. 37 Iss: 8, pp.682 – 705
DOI: http://dx.doi.org/10.1108/MRR-11-2012-0252
Kouzes, J. & Posner, B. (2012). The leadership challenge: How to make extraordinary things happen in organizations (5th ed.) San Francisco, CA:
The Leadership Challenge, A Wiley Brand.
OECD (2012), "The Importance of Teacher Recognition", Teaching in Focus, No. 1, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/5k4220vw98ms-en
Paterson, T. Luthans, F. & Jeung, W. (2014). Thriving at work: Impact of psychological capital and supervisor support. Journal of Organizational
Behavior, 35(3), 434–446. Retrieved from: http://www.tandfonline.com.proxy1.lib.uwo.ca/doi/pdf/10.1080/15575330903477 309