Santa Rosa County School

District

Leadership Development Institute (LDI)February 7th and 8th, 2011

Nine Principles ®

Commit to excellence

Build a culturearound service

Measure theimportant things

Create and developgreat leaders

Focus on employeesatisfaction

Build individualaccountability

Recognize andreward success

Communicateat all levels

Align behaviorswith goals and values

Alignment Chart

See handout

Reporting from Principals on Rounding

Danny Carnley, Jay Elementary School

Victor Lowrimore, Woodlawn Beach Middle School

Making Excellence Stick

Assessing Excellence

10 Questions to ask yourself if you are getting inconsistent results and/or behavior is not hardwired.

Behavior/Skill being evaluated: Leader Rounding

Reflective Question 1: Rounding Process

Have you set clear and EXCELLENT targets for

applying the leader rounding process?

Reflective Question 2: Rounding Process

Was education provided to all involved on what the

expected behavior for leader rounding was…….and have we over-communicated the

WHY?

1. Why do we do leader rounding with employees?

2. What does the leader rounding process look like?

3. What are the requirements to effectively apply the process?

Reflective Question 3: Rounding Process

Has leadership communicated that leader rounding behavior is MANDATORY; not OPTIONAL?

1.When you hear the word “expected” do you think you must or should?

2.When you hear the word “required” do you think you must or should?

3.When you hear the word “mandatory” do you think you must or should?

What People Hear and Think

Mandatory:  When people hear the word, “mandatory” 98% think “MUST”

Required:  When people hear the word, “required”, 69% think “MUST”

Expected:  When people hear the word, “expected”, 26% think “MUST”

So…..

Has leadership communicated that leader rounding is

MANDATORY; not OPTIONAL?

Reflective Question 4: Rounding Process

Is leader rounding being role modeled by leadership?

Expectation:

• Superintendent rounds on direct reports (stoplight report to them)

• District leaders round on direct reports (stoplight report to them)

• School leaders round on teachers and staff directly reporting to them (stoplight report to them)

Reflective Question 5: Rounding Process

Has leader rounding been practiced using role-play?

Have we checked competency?

Self Assessment

See handout

Are leaders giving positive feedback when they see

leader rounding being done correctly?

Reflective Question 6: Rounding Process

Are we measuring for success? Verifying?Expectations:

Superintendent verifies direct reports are rounding

District leaders verify direct reports are rounding

What do we do when we verify?

Ask, what did you learn from your employees when you rounded last week?

How are you gauging your ability to engage employees in their work environment?

Reflective Question 7: Rounding Process

Are the results of the verification being reported

transparently?

Reflective Question 8: Rounding Process

Are leaders giving positive feedback when they see

the leader rounding being done correctly?

Reflective Question 9: Rounding Process

Are we correcting poor performance quickly and on-the-spot if necessary?

Reflective Question 10: Rounding Process

Are there consequences for non-compliance?

High, Middle, Low Performers

We have learned that the reluctance to address low/sub-par

performance keeps an organization from being the best.

Quint Studer 

Impact of highmiddlelow®

Beds = 303, Admissions = 17,486, Employees = 2500

Measure Before highmiddlelow® After highmiddlelow®

Employee satisfaction Month before - 65 6 months after - 81

Inpatient satisfaction 2 months before - 74 4 months after - 87

Outpatient satisfaction 2 months before - 86 4 months after – 98

Beds=357, Admissions = 15,995, employees=1,788

Measure Before highmiddlelow® After highmiddlelow®

Inpatient satisfaction 1st Quarter - 61 4th Quarter - 91

Outpatient satisfaction 1st Quarter - 45 4th Quarter - 69

ED satisfaction 1st Quarter - 50 4th Quarter - 83

On a scale of 1-10 …

• Where would you rank in how value driven you are as an organization?

On a scale of 1-10 …

• Where would you rank in dealing with performance issues?

Focus Groups on Teacher Evaluation

Conversations with Teachers

HML

Performance Curve

8% 58% 34%

M

H

L

High, Middle and Low Performer

H

M

L

Gap is uncomfortableM

H

L

The Gap becomes more evident

Hoping that:

More time will help

More attention will help

More focus will help

A transfer will help

They will leave

H

M

L

Gap is uncomfortableM

H

L

H

M

L

Gap is Intolerable

TheWall

The Gap is Intolerable

M

H

L

H

M

L

Gap is uncomfortable

H

M

L

Gap is intolerable

TheWall

HM

M

L

ResultsDecline

Results Decline (look familiar?)

M

H

L

H

M

L

Gap is uncomfortable

H

M

L

Gap is intolerable

H

M

TheWall

Over the Wall

Blog about High Performers

Handout

Performance

GAP

HML

Moving the High Performers

Definition

Professionalism

Teamwork

Knowledge & Competence

Communication

Comes to work on time Good attitude Problem solves You relax when they are scheduled Good influence Use of peer interviews Pillar ownership Brings solutions

Safety Awareness

Adheres to policies concerning breaks, personal phone calls, leaving the work area, and other absences from work.

Demonstrates high commitment to making things better for their team and organization as a whole.

Eager to change for the good of the organization. Strives for continuous professional development.

Consistently communicates organizational. Does not create we/they. Provides frequent feedback to staff.

Demonstrates the behaviors of safety awareness in all aspects of work.

H

Definition of High Performer

High Performance Conversation (Key words)

Tell them where the organization is going

Thank them for their work

Outline why they are so important

Ask if there is anything you can do for them

Role Play

Performance

GAP

HML

Moving the Middle Performers

Definition

Professionalism

Teamwork

Knowledge & Competence

Communication

Good attendance Loyal most of time Influenced by high and low performer Wants to do a good job Could just need more experience Helps manager be aware of problems

Safety Awareness

Usually adheres to policies concerning breaks, personal phone calls, leaving the work area, and other absences from work.

Committed to improving performance of their team and organization. May require coaching to fully execute.

Invested in own professional developments. May require some coaching to fully execute.

Usually communicates organizational information. Occasionally uses we/they language. Provides some feedback to staff.

Demonstrates the behaviors of safety awareness in all aspects of work.

M

Definition of Middle Performer

Middle Performance Conversation (Key words)

Reassure individual goal is to retain

S : Support

Describe good qualities – calm down their anxiety

C : Coach

Cover development opportunity

S : Support

Reaffirm good qualities

Role Play

Performance

HML

GAP

Clear Expectations for Low Performers

Definition

Professionalism

Teamwork

Knowledge & Competence

Communication

Points out problems in a negative way Positions leadership poorly Master of “We/They” Passive aggressive Thinks they will outlast the leader Says manager is the problem

Safety Awareness

Does not communicate effectively about absences from work. Handles personal phone calls in a manner that interferes with work. Breaks last longer than allowed.

Demonstrates little commitment to their team and the organization.

Shows little interest in improving own performance or the performance of the organization. Develops professional skills only when asked.

Does not communicate organizational information. Uses language to create we/they culture. Does not provide feedback.

Performs work with little regard to the behaviors of safety awareness.

L

Definition of Low Performer

80% timespent on

5% Employees

Low Performance Conversation (Key words)

Do not start meeting on a positive note

D : Describe

Describe what has been observed.

E : Evaluate

Evaluate how you feel.

S : Show

Show what needs to be done.

K : Know

Know consequences of continued same performance.Follow up

Sample

Ms. Heinz – How to Lead Teachers to Become Great – Chapter 1

High, Middle, Low

ACTIVITY HANDOUT

OLD

NEW

Performance

Improved Operational Performance Across the Board

Making Excellence Stick

10 Self Reflection Questions

10 Reflective Questions for HML Conversations

1. Have you set clear and EXCELLENT targets for HML conversations?

2. Was education provided to all involved on what the expected HML conversations was…….and have we over-communicated the WHY?

3.  Has leadership communicated that HML conversations are MANDATORY; not OPTIONAL?

4. Are HML conversations being role modeled by leadership?

5. Has HML conversations been practiced using role-play? Have we checked competency?

6.  Are we measuring for success? Verifying?

7.  Are the results of the verification being reported transparently?

8.  Are leaders giving positive feedback when they see HML conversations being done correctly?

9.  Are we correcting poor performance quickly and on-the-spot if necessary?

10.  Are there consequences for non-compliance?