Teaming to Drive Organizational Change

By Teresa Ong

At the League’s 2024 Innovations Conference, Chancellor Lee Lambert from Foothill-De Anza (FHDA) Community College District and Dorothy Sisneros from Thunderbird Leadership Consulting (TLC) presented a session on teaming and context-based coaching as a method for executive leaders to cultivate and sustain high-performing teams. FHDA is actively implementing teaming and context-based coaching as part of its leadership professional development initiatives. This article provides a first-hand narrative of the use of this approach with two college leadership teams.

College Context

FHDA is a two-college district with two college presidents who report to the chancellor. In 2023, the district welcomed a new president at Foothill College followed by a new chancellor, all within a span of five months. Within his first 100 days in office, Chancellor Lambert brought in TLC to facilitate teaming sessions for the new Executive Leadership Team. It was imperative that he quickly grasp the lay of the land and immerse himself as part of the college team. Shortly thereafter, President Whalen at Foothill College invited TLC to do the same with the college-based Senior Leadership Team; she had already been working with the Foothill team for several months and wanted to accelerate their work.

Purpose of Teaming

Generally speaking, a team can be defined as a group of individuals with various expertise working together for a common purpose. Simply putting people together does not, however, equal creating a team, nor does it ensure that the group is effective or high performing. How one builds a team is essential to its success.

Teaming is the intentional shift from leaders thinking as separate and distinct individuals to seeing themselves as members of the organizational team (Stein binder & Sisneros, 2024). A great way of explaining teaming is that it is a verb, not a noun (Harvard Business School, 2012). Teaming is a dynamic set of behaviors as well as a mindset anchored in shared values and expectations. And while teams and their goals may change, teaming does not.

Assessment and Alignment

TLC facilitators worked with FHDA’s chancellor and president to prepare and design sessions that were geared toward understanding each team member and their individual roles, followed by expectation setting. What did members of each team expect from each other? What did they expect from their leaders? Conversely, what did each leader expect from their respective teams? This process sets up team norms and defines how leaders treat each other; the right norms reinforce organizational alignment and create a cohesive culture (Duhigg, 2016).

For the team at Foothill College, this process began in early 2024 with monthly teaming sessions. Over the course of these sessions, the Senior Leadership Team engaged in deep conversations about shared values, individual work, and communication styles and how that might impact others. The team considered and learned how to have confidence in each other’s leadership and in themselves as a team. This does not happen in one or two team-building sessions, but over multiple facilitated gatherings.

Aside from cultural cohesion, another outcome from these sessions is a physical playbook that serves as a guide to which current and future leaders can refer. The playbook guides behavior and expectations and clearly spells out team values. It also presents clear frameworks for responding to difficult situations or new challenges, similar to playbooks used by professional sporting teams. During facilitated sessions, leaders role-play and practice various scenarios in a safe space so that when a situation arises, it is not everyone’s first time figuring out what they ought to be doing. In other words, teaming is to leadership teams as spring training is to baseball players. You have to practice playing together in order to work cohesively and deliver high performance.

Self-Awareness

An important aspect of teaming is for each leader to understand their inherent strengths, communication styles, and motivators. Every leader completed a personality profile and used it to improve their awareness of how their style could be dialed up or down to be more effective. Continuing with the baseball analogy, consider each leader as a pitcher on a baseball team facing a batter. The pitcher can adjust their fastball or curveball depending on which batter they face to garner three strikes. Similarly, a leader might adjust their work style in varying situations to be more effective.

FHDA used Everything DiSC (https://www.everythingdisc.com/).® by Wiley as its personality assessment tool and platform. What was most helpful was the ability to see each leader’s profile and compare how one aligns with others and where areas of tension might arise. The president’s executive assistant was offered the opportunity to take this assessment as her role supported the Senior Leadership Team. The awareness of her own personality coupled with a more granular understanding of the executive leaders she supported greatly improved her efficacy and leadership. This executive assistant is now leading the charge for other administrative assistants to take the assessment to help them excel in their work.

Everything DiSC has had a cascading impact at Foothill. It is a desired practice, not a mandated one. Aside from the administrative assistant team, three other divisions are slated to use this self-­assessment tool to spark conversation. We should soon be able to see DiSC profiles across the college and district. Collectively, this has also resulted in a common language on work styles.

Context-Based Coaching

Context-based coaching, which is very different from typical executive coaching, is a key component to TLC’s teaming process. TLC coaches meet with TLC facilitators who provide context and meaning to the challenges leaders might face. Coaches are aware of the organizational culture and are updated on major issues that might be at the forefront of leaders’ minds. Each college leader works with a coach to build on their strengths and modify behaviors that impact the team or their efficacy. They help leaders build behaviors and perspectives that will enhance the success of the team first, which in turn creates success for the leader (Steinbinder & Sisneros, 2024).

One leader on the chancellor’s executive team describes coaching this way:

Coaching helps me as a leader when I am stuck on something. The coach is someone who understands the organization but is not in the organization. They have the context, dynamics, and know the other team members. Thus, they are able to quickly hone in on the issue. More importantly though, they help you grow as a leader.

Unlike a friend or colleague, a coach will really tell you the hard stuff. It could be a place of discomfort. In my first two sessions, my coach asked me to try something I would normally not do. It was uncomfortable. I was skeptical about it. I thought “really?” But after I reflected more on it, I gave it a try. It was very uncomfortable but it actually helped. That’s valuable. Those are not things we get from other sources.

Practicing Infectious Positivity

Working in higher education can often feel like you are on a losing team given the volatility of state budgets, student demands, and public pressures. Rituals of appreciation and celebration can help leaders to take themselves out of a sea of negativity and fear, and to rethink and reframe ideas and situations. This is similar to the practice of experiencing awe. Recent research suggests multiple psychological benefits to triggering awe on a daily basis, including decreased heart rate and deeper breathing (Reese, 2023). There is a sensation that you are part of something vast, bigger than yourself; it also quiets the negative self-talk. One of the best ways to practice awe is by witnessing the goodness in others.

In the first facilitated session at Foothill College, leaders were initially hesitant to show glee over a family birthday or to commend a colleague for a small gesture. Perhaps it is conventional thinking that leaders should only be wrapped up in serious thoughts, multi-tasking, and making tough decisions about budget cuts or managing difficult personnel. The practice of awe gives leaders permission to share and celebrate with others their moments of joy. Just the 5-10 minutes taken at the beginning of each weekly huddle to share appreciations and celebrations resets the tone and perspective of leaders. Taking the time to notice the goodness in others, to share someone else’s happiness, triggers joy and wonder, and reminds leaders of the good they originally set out to do.

At Foothill College, this practice is currently being deployed beyond facilitated teaming sessions. It is practiced at Instructional Leadership Team and Administrative Leadership Team meetings. This practice of infectious positivity is a daily reminder of each leader’s personal desire to be a force for good in this world. More importantly, though, when the organization can share in one’s own personal joy, leaders can see themselves as part of the organization and not separate and distinct individuals. The culture shift is quite palpable.

Expanding Teaming Efforts

FHDA would like to scale efforts in teaming across the district. We are at a nascent but promising stage. Department teams have heard about it, and there is a groundswell of requests for such facilitation. There are skeptics, of course. Some of the push back received includes privacy concerns (“I don’t want my personality profile on a shared platform”), disbelief in the evidence for teaming (”This isn’t evidence-based”), and general cynicism (”This is academia, not corporate culture”).

To the naysayers, I offer this: Consider the Monday morning email from a colleague that starts with, “Hello team!” Do you cringe and say, ‘What team”? Or when you are at a meeting and no decision can be made, so more people are invited to the next meeting. Or perhaps you’ve been asked to go to a meeting, and you have no idea why you are there. Are you rolling your eyes yet? My personal favorite was being in a meeting whose task it was to understand why we had so many meetings. These are all symptomatic of being a team-in-name only. Work may be completed, and goals may be met, but at a much higher cost. At the core of such an organizational culture is dysfunction because there is no real team.

Conversely, teaming is about getting to a space where leaders can disagree, but still commit fully to decisions (Startup Archive, 2023). It is not a rah-rah team-building exercise, but, rather, a paradigm shift. Leaders across the organization have space to disagree, but they do not subsequently second guess that decision, snicker at it, or say “I told you so” when it fails. They move forward and execute the plans just like it is set out in the playbook. When this happens, the organization can begin to tackle more complex problems, and at a much greater speed, instead of simply reaching for the proverbial low-hanging fruit and settling for titanic speed. Many would agree that the problems community college leaders face are much more complicated and volatile than in years past, and that the role of community colleges is more essential now than ever before given the skyrocketing costs of higher education. Imagine if community colleges could pivot quickly and nimbly to deliver student­-centered results. Doing so starts with investing in teams that drive organizational change. Teaming should be every community college executive’s number one priority.

References

Duhigg, C. (2016, February 25). What Google learned from its quest to build the perfect team. The New York Times Magazine. www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-q­uest-to-build-the-perfect-team.html (http://www.nytimes.com/2016/02/28/magazine/what-google-­learned-from-its-quest-to-build-the-perfect-team.html).

Harvard Business School. (2012, April 25). The importance of teaming. Working Knowledge. https://hbswk.hbs.edu/item/the-importance-of-teaming (https://hbswk.hbs.edu/item/the-importance-of-teaming).

Reese, H. (2023, January 3). How a bit of awe can improve your health. The New York Times.

Startup Archive. (2023, December 18). Jeff Bezos explains what it means to disagree and commit [Video]. YouTube. https://www.youtube.com/watch?v=Afoh23PHVP0 (https://www.youtube.com/watch?v=Afoh23PHVPO).

Steinbinder, A, & Sisneros, D. (2024). Creating a vibrant organization using the dynamic leadership model and a teaming approach. Nursing Administration Quarterly, 48(2), 139-150.

Teresa Ong is Associate Vice President, Workforce and CTE Programs, at Foothill College in Los Altos Hills, California.

Opinions expressed in Leadership Abstracts are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.

Volume: 37, Number: 7 / July 2024 / Leadership Abstracts

Harmonizing Workplace Dynamics: The Transformative Power of Community Music-Making

By Nathan Bachofsky, M.Ed.

Embracing community music-making offers a distinctive approach to nurturing a vibrant workplace culture. Beyond typical team-building activities, it fosters cohesion, boosts morale, and enhances well-being while reducing stress. This innovative approach also sparks creativity, fortifies your organization’s image, and deepens community engagement. Supported by research, this unique initiative equips your workforce with essential skills for success, positioning your organization as a pioneer in fostering a harmonious and productive workplace environment. Let’s explore why your organization should consider tuning into the transformative power of music within the workplace.

1. Enhanced Team Cohesion and Morale

Engaging in community music-making fosters a strong sense of team spirit and camaraderie among employees, breaking down barriers and facilitating better communication. A study by Clift and Hancox (2010) on choir singing revealed that group music activities significantly improve team cohesion and morale, enhancing workplace harmony and productivity.

2. Boosted Employee Well-being and Stress Reduction

Music activities offer a creative stress outlet and enhance well-being, essential for reducing workplace burnout. Coulton et al. (2015) found that community singing had a positive impact on mental health and stress reduction, highlighting its potential as a low-cost, accessible intervention for improving employee well-being.

3. Improved Creativity and Innovation

Music making stimulates creativity, crucial for innovation in the workplace. Hanna-Pladdy and Mackay (2011) demonstrated that musical activity enhances cognitive functions related to creativity and problem-solving, suggesting a direct link between music engagement and innovative thinking.

4. Positive Image and Community Engagement

Implementing music programs showcases a commitment to social responsibility, ultimately attracting and maintaining talent. Hargreaves, Miell, and MacDonald (2012) discuss how music initiatives can enhance corporate social responsibility efforts, attracting like-minded talent and customers.

5. Leadership Development and Team Building

Music making is an effective platform for leadership and team-building, promoting essential workplace skills. A study by Southgate and Roscigno (2009) on music education and leadership skills found that musical group activities improve leadership abilities and teamwork, directly applicable to professional settings.

References

Clift, S., & Hancox, G. (2010). The significant effects of choral singing on community cohesion and well-being. University of Music and Performing Arts, 22(3), 323-343.

Coulton, S., Clift, S., Skingley, A., & Rodriguez, J. (2015). The effect of community group singing on mental health: A systematic review. Journal of Mental Health, 24(1), 40-53.

Hanna-Pladdy, B., & Mackay, A. (2011). The impact of sustained engagement in musical activities on cognitive functions in older adults. Age and Ageing, 40(4), 478-486.

Hargreaves, D.J., Miell, D.E., & MacDonald, R.A.R. (2012). Music and social bonding: Benefits of group music activities in building social cohesion. Social Psychology of Music, 42(2), 191-206.

Southgate, D.E., & Roscigno, V.J. (2009). The impact of music on childhood and adolescent achievement. Social Science Quarterly, 90(1), 4-21.

Unlocking Harmony: The Transformative Benefits of Workplace Mediation

By Nathan Bachofsky, M.Ed.

In the dynamic landscape of today’s workplaces, conflicts are inevitable. Whether it’s a clash of personalities, disputes over responsibilities, or miscommunication, workplace tensions can adversely affect employee morale and hinder productivity. This is where the role of a workplace mediator becomes pivotal. In this blog post, we’ll explore the transformative benefits of bringing in a workplace mediator to foster a harmonious and productive work environment.

  1. Early Conflict Resolution

One of the primary advantages of involving a workplace mediator is the ability to address conflicts at their earliest stages. Mediators are skilled in identifying and resolving issues before they escalate into more significant problems. By nipping conflicts in the bud, organizations can save valuable time and resources that would otherwise be spent on prolonged disputes.

  1. Improved Communication

Workplace mediators excel in facilitating open and effective communication between parties in conflict. They create a safe space for individuals to express their concerns, ensuring that all perspectives are heard and understood. Improved communication is a cornerstone for building stronger team relationships and preventing future conflicts.

  1. Preservation of Relationships

Unlike adversarial approaches, workplace mediation focuses on collaboration and finding mutually agreeable solutions. Mediators work towards preserving relationships rather than perpetuating a win-lose scenario. This approach fosters a positive and cooperative atmosphere, allowing employees to continue working together harmoniously.

  1. Cost-Effective Conflict Resolution

Litigation and legal battles can be exorbitantly expensive for organizations. Workplace mediation offers a cost-effective alternative, saving companies substantial legal fees and resources. Resolving conflicts through mediation is often quicker and more economical, contributing to the financial well-being of the organization.

  1. Increased Employee Satisfaction

When employees witness proactive conflict resolution measures being taken, it boosts their confidence in the organization’s commitment to a healthy work environment. Mediation empowers employees by involving them in the resolution process, leading to increased job satisfaction and a positive workplace culture.

  1. Tailored Solutions

Workplace mediators understand that every conflict is unique. They tailor solutions to the specific needs and dynamics of the individuals involved. This personalized approach ensures that resolutions are not one-size-fits-all but rather crafted to address the intricacies of each situation.

  1. Enhanced Productivity

By resolving conflicts swiftly and effectively, workplace mediation contributes to enhanced overall productivity. Employees can focus on their tasks without the distraction of ongoing disputes, leading to improved workflow and a more efficient workplace.

The benefits of bringing in a workplace mediator extend far beyond conflict resolution. Mediation fosters a culture of open communication, collaboration, and understanding, ultimately creating a workplace where employees thrive. By investing in mediation services, organizations not only save costs but also lay the foundation for a harmonious and productive work environment. The transformative power of workplace mediation is a strategic choice that paves the way for long-term success. If you’d like more information regarding our mediation services, reach out to Nathan Bachofsky (nbachofsky@thunderbirdleadership.com).

Your Team May Need a “Reset”: Recognizing the Need for Change

By Nathan Bachofsky, M.Ed.

In the ever-evolving landscape of business and project management, it’s crucial for teams to adapt and grow continuously. Sometimes, however, even the most cohesive and high-performing teams can hit a roadblock or face challenges that necessitate a “reset.” A team reset is not about starting from scratch but rather about recalibrating and revitalizing the team’s dynamics, goals, and strategies. In this blog post, we’ll explore some common signs that indicate your team may be in need of a reset.

New Team Members or Team Growth

Sign: An influx of new team members or significant team growth.

Reason: Team dynamics can shift dramatically when new members join the group. Established routines and communication patterns may no longer be effective. Integrating new team members seamlessly can be challenging, and it may be necessary to reset team expectations, roles, and goals to ensure everyone is on the same page.

Our Tbird Approach: Our experienced, certified facilitators create teaming workshops to clarify roles, image, expectations, responsibilities, and more. Participants learns about their personal and colleague’s DiSC work styles and how to use it to improve communication and understanding. 

New Challenges on the Horizon

Sign: The team faces new, complex challenges or tasks.

Reason: As your organization grows, it’s likely to encounter more intricate problems that require fresh perspectives and strategies. If your team’s existing methods aren’t effective for tackling these challenges, a reset can help you brainstorm innovative solutions.

Our Tbird Approach: Our facilitators are artists at crafting action-planning workshops that not only tap into the collective wisdom of the entire group, but also support the organization in its implementation. 

The Need for Innovation

Sign: Stagnation in creative output or lack of innovative ideas.

Reason: Teams can become complacent, relying on tried-and-true methods that may no longer be effective. If you’re not seeing the creative spark or innovative solutions you once did, it’s time for a reset to reignite that passion for innovation.

Our Tbird Approach: An Innovation Summit made be just the initiative to bring the greater community together to collaborate on new possibilities. Our Creativity Workshop series may also jump start your organization’s creativity to think of new and innovative ways to address needs and challenges. 

Strengthening Team Dynamics

Sign: Erosion of trust, increased conflict, or reduced collaboration among team members.

Reason: Over time, team dynamics can deteriorate due to miscommunication, differing priorities, or unresolved conflicts. A reset can help rebuild trust and foster healthier relationships among team members.

Our Tbird Approach: Our teaming workshops and team retreats can help members to practice team-building activities, open communication where team members can voice concerns and find common ground. Mediation services can also be provided to help manage conflicts. 

Decline in Motivation and Productivity

Sign: A noticeable drop in team motivation and productivity levels.

Reason: When team members lose sight of their purpose or become disengaged, it can have a detrimental effect on productivity. A reset can reignite enthusiasm by revisiting the team’s mission, setting achievable goals, and offering support and recognition.

Our Tbird Approach: Organizational assessments help to identify successes and opportunities for growth. They include 1:1 interviews with leadership, focus groups, and staff surveys. 

Employee Burnout and High Turnover Rates

Sign: Increased instances of employee burnout or high turnover rates.

Reason: When team members are consistently overwhelmed or disengaged, it can lead to burnout and attrition. A reset can help identify and address the root causes of these issues.

Our Tbird Approach: In addition to all of the mentioned above, a Reflect, Rejuvenate & Thrive workshop can help your team focus on their own 

Recognizing the signs that your team may need a “reset” is the first step towards achieving greater efficiency, collaboration, and innovation. Teams that are willing to adapt and evolve in response to changing circumstances are more likely to achieve long-term success. Embrace the opportunity to reset your team’s dynamics and strategies, and watch as it grows stronger and more resilient in the face of challenges. Remember, a reset is not a setback; it’s a chance for your team to thrive in the ever-changing world of business.

Thunderbird’s Dynamic Leadership Model: Empowering School Leaders for Success

By Nathan Bachofsky, M.Ed.

As school leaders, the responsibility to shape the educational landscape extends beyond the individual classroom. To navigate the ever-evolving challenges and drive positive change within their institutions, school leaders must embrace the concept of Dynamic Leadership. Dynamic Leadership comprises several crucial elements, including self-awareness, deep listening, curiosity, empathy, and decisiveness. Dynamic Leadership skills are foundational and empower school leaders to foster growth, collaboration and excellence within their schools.

Self-awareness:

  • Do I sense and adjust my emotions based on the situation?
  • Do I respond in a thoughtful way?
  • Do I self-correct to keep communication flowing?

Dynamic school leaders understand the significance of self-awareness in their leadership journey. They possess a deep understanding of their strengths, weaknesses, and values, allowing them to lead authentically. By continuously reflecting on their leadership style and its impact, school leaders can align their actions with their vision and values. Self-awareness enables them to model integrity, build trust, and inspire their staff to strive for excellence. 

Deep Listening:

  • Do I maintain eye contact and face the person(s) directly?
  • Do I adjust the environment and limit distractions?
  • Do I suspend judgment on what’s being said?

Deep listening is a transformative skill that sets dynamic school leaders apart. By engaging in deep listening, leaders create an environment conducive to open dialogue and effective communication. They actively seek out the perspectives of their staff, students, and community members, suspending judgment and valuing diverse viewpoints. Deep listening enables school leaders to identify strengths, challenges, and untapped potential, fostering collaboration and fostering a culture of continuous improvement.

Curiosity:

  • Do I ask questions to stimulate new thinking?
  • Do I make space for new ways of thinking?
  • Do I encourage innovation and respect mistakes?

Curiosity plays a vital role in dynamic school leadership by stimulating new thinking, creating space for innovative ideas, and respecting mistakes. Effective leaders ask thought-provoking questions, embrace diverse perspectives, and foster an inclusive environment that encourages innovation. They understand that mistakes are opportunities for growth and learning. Cultivating curiosity empowers school leaders to inspire creativity, challenge the status quo, and drive positive change within their institutions.

Empathy:

  • Do I connect first before focusing on the output or results?
  • Do I listen and acknowledge the feelings of the other person?
  • Do I support others with caring and compassion?

Empathy is a fundamental attribute of dynamic leadership. Effective school leaders recognize the diverse needs and perspectives of their staff, students, and community members. By cultivating empathy, leaders create an inclusive and supportive environment, fostering trust and collaboration. They actively listen, understand the challenges faced by others, and make informed decisions that prioritize the well-being and success of all stakeholders.

Decisiveness:

  • Do I gather information that leads to great decisions?
  • Do I make course corrections as new information is presented?
  • Do I engage and trust others’ input in decisions?

In an educational landscape characterized by complexity and rapid change, decisive leadership is essential. Dynamic school leaders make informed decisions by considering multiple perspectives, analyzing data, and staying abreast of research-based practices. They embrace innovation and change while staying focused on their school’s mission and vision. Decisiveness inspires confidence, providing clear direction and purpose, and driving collective progress toward organizational goals.

For school leaders, embracing dynamic leadership is crucial to fostering success, growth, and collaboration within their institutions. The components of self-awareness, deep listening, curiosity, empathy, and decisiveness provide a strong foundation for effective leadership. By cultivating these attributes, school leaders can navigate challenges, inspire their staff, and create a vibrant educational community. Embracing dynamic leadership requires continuous self-reflection, learning, and collaboration. Together, let’s embark on this journey, empowering ourselves and our schools to thrive in an ever-changing educational landscape.

For more information on how Thunderbird Leadership supports educational leaders and leadership teams, please visit THUNDERBIRDLEADERSHIP.COM or email info@thunderbirdleadership.com 

Moving Forward: Healing and Innovating Schools

Just the other day, I was sitting in a meeting with a team of teachers and administrators. The theme of our school year has been centered around courage, and we were discussing ways in which we can celebrate this at our end of the year faculty/staff convocation. As we discussed how we wanted to honor the staff after the immense challenge of teaching during this pandemic, it hit me. In all this time since the pandemic started, we had never truly taken the time to reflect on how these past two years affected our faculty and staff. Schools have much to process after dealing with the trauma of this disruption to everyday life and work. I have spent the past 8 months speaking with teachers and administrators from around the country from diverse schools and backgrounds to process the effects of the pandemic and political climate on schools. 

As I reflect on my own work as a teacher and leader and from the conversations with other professionals in education, I decided to attempt to answer the questions: How can we begin the process of healing and start the conversations needed to move our schools from a space of disruption to innovation?  Below are some considerations and a call to action for all superintendents, school boards, and those in school leadership positions. 

 

Pause and Process

Before we can move forward, we have to pause, check-in, and take inventory of our emotions, thoughts and feelings. Teachers, administrators, and staff have been in crisis mode since March 2020, and many haven’t left that space.  We immediately pivoted to teaching online, using new technology, and trying to also meet the social-emotional needs of our students, while taking care of our own families. Before we can move forward at all, I’d charge schools to create space for teachers, administrators, and staff to process everything we’ve been through. Bring in mental health professionals from outside the organization to guide these often difficult conversations. School leaders don’t need to have all the answers, but they can create space in team meetings to demonstrate deep listening and empathy. With the nationwide need for more social-emotional learning in schools for students, how might a social-emotional support program look for the adults in the building? No time is wasted when faculty and staff can pause and reflect on thoughts and feelings. Through the sharing of each others’ stories we can begin to see the commonality in our experiences and begin the process of healing and moving forward. 

 

Teachers and School Leaders Need Support

If you haven’t been paying attention, I have some troubling news. Teachers and administrators are leaving the profession in droves. Teacher burnout is worse than ever as evidenced by the teacher shortage that has been highlighted in the news. We need brave leaders and policy makers to advocate for our school systems that are quite literally under attack. We have officially come to a crossroads in which the passion for changing lives no longer balances out the poor policies and working conditions that are squeezing the joy and heart from a profession so near and dear to many. Many states and local school districts are still running schools in the same way that they have been for decades. We forge on advocating for fair teacher pay, reduced standardized-testing, fair and equitable access to education, and all other vitally important issues facing our field that deserve the forefront of our attention. While we work to advocate for these tough issues, we can still adjust our organizational practices and lead schools into a space of growth and innovation. 

 

Every Voice Matters

 Once we begin to process our past and current realities, it’s time to collaboratively build the future of our schools and districts and steer toward new possibilities. Take this crucial time to invite all stakeholders to the table to share their vision for the school or district moving forward. Organize your conversations with stakeholders around the following questions: 

  • What issues did the pandemic and our current social-political climate shine a light on in your district/school/organization? 
  • What new practices/lessons from teaching during the pandemic are we holding on to? 
  • What practices & policies are no longer serving us? 

It’s important that everyone has a voice in this process. This conversation can occur with the greater school community as whole, or it may happen at the department/team level. Streamlined communication and transparency in sharing the results of these conversations is a vital step in the process of moving forward towards change.

 

Real Change Takes Time

Once new opportunities and directions are revealed and identified through these discussions, it’s time to create actionable steps towards change. It’s helpful to bring in an outside organization to help facilitate the discussion and strategic planning so that school leaders can be fully present and part of these important conversations. Having a separate, unbiased set of ears to synthesize the discussions and support the steps forward is vital to the process. 

Change can make us uncomfortable at first. Showing up with honesty, openness, and good intention nurtures growth and makes way for new possibilities. As we learned in preschool from the story of the tortoise and the hare, slow and steady really does win the race. Any changes and decisions that are made must be approached through the lens of “why.” I’m always reminded by a colorful magnet on my classroom white board that, “Great things take time.” It’s so true – real, quality change, when done correctly, is slow, methodical, and purposeful. Be patient in the implementation stage of the process, remain open to feedback, and make adjustments accordingly.

 

Leadership at All Levels

Everyone has the ability to be a leader no matter what role they possess in the organization. The stakes are too high and the work is too great in education for administrators to call all the shots. To truly change the culture of a school and empower its community, the top down approach must be dismantled and a shared, collaborative approach to leadership must be embraced. Not all teachers and staff have formal leadership training, but by nurturing the skills of self-awareness, deep listening, empathy, curiosity, and decisiveness, a new and positive culture and climate can emerge. When we approach leadership as a shared practice, we can suddenly make time for the tasks, projects, and practices that are more impactful. All of a sudden, principals can be more visible, teachers can have meaningful collaboration, and all stakeholders can feel heard and involved. 

 

Moving Schools from Disruption to Innovation

After 12 impactful years of service in public and private schools as an educator and leader, I am answering the call to support schools in moving forward and achieving dynamic outcomes. I decided to leave my classroom position and team up with Thunderbird Leadership to support schools on their journey toward healing and innovation. The Disruption to Innovation in Schools program through Thunderbird puts relationships and teaming first. Founded in the principles of Caring Leadership, our programming builds a culture of self-awareness, deep listening skills, empathy, curiosity, and decisiveness in both administrators and staff. This is a time for districts to step back and refocus on the people and relationships that make learning happen. When we do, morale improves, teams are more efficient, and students have a more supportive environment to thrive. Thunderbird truly partners with schools to ignite teams and environments that excel through leadership coaching, teaming, community building, and various professional development topics to promote Caring Leadership in your school. Reach out by email (nbachofsky@thunderbirdleadership.com) to find out how we can help transform your school and join this movement!

Sponsorship: A New Imperative For Leaders

  by Dorothy Sisneros and Kevin Monaco

Impact of the sponsorship

Dorothy Sisneros

Have you ever been a sponsor or mentor?  Or have you been sponsored or mentored?  Chances are that at this point in your leadership journey, you have experienced one or all of the development opportunities offered by your organization or have hired external coaches to assist with your goals.  In this blog, Kevin and I will explore the nuances and role of mentorship and sponsorship support and how you can become a protégé or sponsor a protégé regardless of your current role in an organization.  The path to advancement for women and minorities usually includes being sponsored. Therefore, organizations should consider adding sponsorship to their talent management and succession planning programs.  

I have had many amazing sponsors and the odd part is that until the last six months, I didn’t have an official term for what I had benefited from along my journey.  I had mentors and coaches help me hone my skills and figure out what I wanted to do and where I wanted to be professionally.  In reading several articles, I became aware of sponsorship and realized that my life has been shaped by the fact that several of my sponsors considered me a protégé and that my talents and abilities had been shared with an audience who were receptive to the amplification, boosting, connecting, and defending (Chow, 2021) from my sponsors.   

Teachers can be our first sponsors as they open doors, write letters of recommendation, and help guide us into careers they hope will be a match for us.  My first sponsor was my high school English teacher and basketball coach.  Mr. Richard A Martinez (RA) was an exceptional teacher and incredible coach.  He decided that college was in my future and that attending on a basketball scholarship was possible.  He connected with the new Women’s Athletic Director at the University of Arizona and my role as a protégé began.  He told Dr. Mary Roby about my athletic abilities, my academic strength and shared his endorsement of me as a person. 

RA was my first sponsor – he found an audience (Dr. Roby) and connected her to me by telling stories and creating a positive impression.  He amplified my abilities by sharing my accomplishments, boosted my potential and readiness for the college basketball experience, and defended me by ensuring her that a small-town “star” would be fine at a large university.  Thanks to RA, I attended the University of Arizona on a basketball scholarship and I didn’t let him down.  RA was my brand manager and publicist in the days before YouTube, Instagram or TikTok.  I share this story as an example of the importance of a sponsor in our lives.  I have had several other amazing sponsors and I’m grateful for each of them—I have been a willing protégé. 

So, what is the difference between a sponsor and mentor?  A mentor is someone who can provide immediate support in the form of guidance, advice and is usually someone who has had similar experiences in the job or position within an organization.  The relationship is between the mentor and the mentee.  In sponsorship, there is a 3-way relationship between the sponsor, the protege and the audience (Diagram 1).  Chow (2021) stresses that sponsorship opportunities for minorities and women need to be intentional.   For me, a Latinx woman from a small community of fewer than 100 residents, my path to success was linked to one sponsor who intentionally helped me by using his social capital and persistence to open the door for me and then walking with me into a new world.  I still am connected to RA Martinez – we text every day and I can always count on a positive message from him to start my day.  

Sponsorship – diagram 1

I have taken on the sponsorship role with zest and am intentionally sponsoring several individuals who I admire and respect.  I am using my social capital, my connections, and my influence to open doors and walk them through to meet others who can benefit from their talents and potential.  I’ve been called a connector and I am proud of that title.

As I reflect, I am grateful to my sponsors – Rosalie Vigil, Richard (RA) Martinez, Dr. Mary Roby, Dr. Amy Steinbinder, Linn Billingsley, Mary Briden, Dr. Marie Pepicello, Dr. Rufus Glasper, Mary Lou Bessette, Sandy Shroyer, April Myers, Dustin Fennell, Dr. Wendy Leebov, Dr. Jan Gehler and others—who saw something in me and connected me to opportunities and experiences that were beyond my dreams as a young adult growing up in a small town in Northern New Mexico.  

Chow, Rosalind, Don’t Just Mentor Women and People of Color. Sponsor Them. Harvard Business Review, June 2021.


The Platform and the Protégé

Kevin Monaco

When I first entered the workforce as a high school teacher at a small private school, I had very little knowledge of how to elevate my professional status, and I certainly did not know how to reach my audience. I had many mentors that eagerly shared their passion and knowledge for teaching and I enjoyed a great deal of collaboration with my colleagues. But as I gathered experience and honed my skills in the field, I began to feel that I could contribute at a higher level, in a greater capacity. There was one problem. I had little idea of how to get there. My deepening desire to expand my path led me to ask the questions: How can I surround myself with successful people whom I admire? How can I nurture a desire in them to invest in my success?

I began by identifying people in my life who could serve as my sponsors. Over time, I devoted purposeful attention to these relationships and they burgeoned into formal sponsor/protégé roles. When I reflect on the ways in which sponsorship has changed my career trajectory, the single most important part of the process has been the ‘platform.’ The platform is the protégé’s stage. It is their time to showcase their skills in front of a crucial audience. When we are given a platform, we can be directly involved in the process. Our role is amplified.

The sponsor shares this powerful tool as a way to leverage connections and bring the protégé into the fold. It provides purpose and focus for the protégé’s skills, imparting opportunities to get involved, demonstrate one’s capabilities, and create vital networks along the way. It enables others to notice the unique value the protégé adds within the field or institution. This is why the role of the audience is so critical to this process. When we are elevated on a platform, we can be recognized for our achievements. We can garner experiential growth opportunities that are vital to our professional advancement. We can strengthen our current skills and we can be supported in acquiring new ones. 

But there is an important reciprocation as well. It is true that the sponsor carries the connections and social capital, but an effective sponsor/protégé relationship enriches the professional lives of both. This is why the relationship continues. While being teachable and receptive are important qualities of the protégé, it is important to note that the protégé must also be a willing contributor to the conversation, ready to step up to the plate! This is the essential charge of the protégé. It may seem like a lot of pressure, but we must understand an essential facet of the relationship. The foundational cornerstone of sponsorship is that of mutual respect. It is an indispensable ingredient for the success and continued forward movement of the relationship. There must be deep personal and professional respect between individuals in these roles, and respect leads to trust.

On a personal level, it is this precise trust in my sponsors that continues to provide me with the encouragement I need to level up. In a society that largely suffers from imposter syndrome (and I am no exception), we all need assurance at times that we have champions and cheerleaders in our corner. When we trust that we are respected and supported by experienced individuals in our fields, we feel capable of tackling the next stage. The expertise of the sponsor and the potential of the protégé collide to create a mosaic of collaboration, excellence, and purpose. It is through this amplification process that we expand our view of what is within our grasp.

Cultivating a Culture of Courage

As the world returns to in-person work and school, so many conversations are brought into the forefront of public debate. Businesses and organizations have been working to keep up with the recommendations from authorities and professionals. They take into consideration the unique needs, culture, and values of the organization and include dialogue with stakeholders. Over the past few months, I could not help but fall down the rabbit hole of school board meetings that can be found on YouTube. Many of these videos show concerned parents voicing their opinions over hot button topics such as masking policies and diversity, equity, and inclusion practices.

One video stands out to me in particular of a teenager whose grandmother passed away from COVID earlier in the year. At his local school board meeting, the teenager  voiced his support for mandatory masking in front of members of his community. As he spoke, the adults laughed at him and heckled him as he shared the experience of losing his grandmother. In the midst of this shocking behavior, the student continued to share his story, thoughtfully and unwaveringly. Watching this video, I found myself so inspired by this brave act of courage. He demonstrated a level of courage that people twice his age would struggle to show. So how can we be more intentional about cultivating a culture of courage, within ourselves and our communities?

Quote on courage by Brene Brown

The theme of courage has been on my mind so much lately as I have been working with a team of teacher-leaders and administrators to implement a K-12 One District, One Book program. The premise of the program is simple yet incredibly impactful; each student in the district reads the book Courage, by Bernard Waber. The book, insightfully written and beautifully illustrated, highlights a wide spectrum of ways to show courage throughout our lives. The year will be filled with activities that span grade levels, involve the greater community, and invite guest speakers and programming into the schools, all centered around the theme of courage. We can be intentional about our desire to teach and cultivate courage in our organizations and communities. Consider the ideas below and how you as a leader can foster a spirit of courage in your organization. 

Have the courage to be an example

As leaders, if we want to inspire others to be innovative and try new things, we need to be ready to take the vulnerable first step of demonstrating courageous behavior. Embrace this as an opportunity to try something new. Your act of courage should not be a major change that adds more work to your team. Consider demonstrating courage by:

  • Looking for a new way of seeking feedback from your team, staff, or students. 
  • Attempting a new format for running a team meeting
  • Incorporating an energizer at the start of an afternoon staff meeting. 
  • Wrapping-up a lesson by asking students or colleagues to share a 1-word check-in on how they are feeling

Let people know you are trying something new. Displaying your act of courage will inspire and give permission for others to do the same. 

Celebrate wins and failures

Brene Brown reminds us that courage is contagious. Be the example, give others permission to take risks, get out of their way, and be ready to cheer them on. Take time to honor these moments with others. Knowing what your teammates need is important. Some people enjoy a public shout out, while a private, handwritten note goes further for others. Make supporting your team or students a priority. Create opportunities for colleagues to celebrate, appreciate, and collaborate with one another. Never underestimate the power of small acts of appreciation. 

It is easy to celebrate successes, but often we skip the party for our failures. One of my mentors and friends has a sign in her classroom that says, “Mistakes Made Here.” I have always admired it and decided to display the same message in my own classroom. Mistakes make the ground fertile for better ideas and realizations that ultimately optimize an organization’s level of innovation. As leaders, we need to be comfortable supporting others through those failures by helping them debrief, asking how we can be of support, and most importantly, asking the question “What next?” 

Have the courage to be open

As the spirit of courage spreads, be ready for a culture transformation in your organization. Embrace a spirit of collaboration and openness. As people become more courageous, they might feel more comfortable to share constructive feedback. There may be more conversations that feel uncomfortable at times, but this is a sign of healthy, effective teamwork. Giving others voice and choice in the decision-making process, coupled with visibility and approachability, will demonstrate a commitment to a positive culture. Be open to the feedback you are receiving. We have the opportunity now to challenge the old ways and potentially make way for new ways of thinking and Watch the spirit of courage gradually inspire others around you to take risks and try new ways of being and doing. Remember to be there to support and celebrate others. Be patient and watch as your new culture of courage takes root, evolving into a community of innovation and collaboration.

 

To Develop Good Judgment…

Did you make any decisions for the new year? In our last blog Rory offered a reflective approach using four questions as a guide to help readers act to create a meaningful 2020. In thinking about decisions to act, I came across an interesting article about good judgment [1] by Sir Andrew Likierman. [2] The author and others contend that even though we may think we have all the information in the world, if we do not have ‘good judgment’, our decisions can be doomed.
Likierman offers this definition of judgment: the ability to combine personal qualities with relevant knowledge and experience to form options and make decisions. Judgment is at the “core of exemplary leadership” according to Noel Tichy and Warren Bennis in their book Judgment: How Winning Leaders Make Great Calls [3]. They believe that judgment calls are the single marker of leadership.
To me, making a judgment as a process is clear, but the qualitative aspect of good judgment seems muddier, especially since the outcome of that judgment can often be seen as good or bad, depending on the viewer. I remember my father telling me that I obviously lacked good judgment when as a teenager I did something he didn’t like. . .  I missed my curfew because I had to find someone other than the boy I came with to the party (now inebriated) to drive me home. I thought my judgment was pretty good. He disagreed.
Likierman’s article, based on interviews with CEOs and leaders from a broad range of companies, lays out six fundamental leadership practices that are at the heart of good judgment: learning, trust, experience, detachment, options and delivery. He concludes each practice with suggestions for how to improve it.
As you review these practices and recommendations, I invite you use them as an assessment. How do they apply to you, to your organization or community group, perhaps your colleagues?

  • Is there a recent decision that did not turn out as you expected, in spite of your being as thoughtful and prepared as possible?
  • Are you struggling with how to create a culture where diverse opinions are truly sought and welcome?
  • Does your organization suffer from a bias for quick action rather than good judgment?
  • Could your hiring process benefit from a makeover?

If you answered yes to any of these questions, we’d love to hear from you. Contact us at 602-538-2548 or 602-615-1192. We have the skills and experience to assist you on your journey.

  1. Learning: Listen attentively, read critically

Good listening is at the core of every book and article I’ve ever read about leadership. I’m sure you too can state all the reasons why attentive listening is so important. Likierman makes the point that the listener is really mining for information. Smart leaders, he says, demand quality, press for it even, in the information they receive. Volume isn’t important, in fact it’s distracting in our era of information overload. Is it well-reasoned and clearly explained, are conclusions obvious? He also points out our human tendency to take the written word at face value, rather than consider it with a healthy dose of skepticism.
How to improve listening and reading:

  • Ask deep and thoughtful uncovering questions and consider body language to bring forth what isn’t said.
  • Look for gaps and discrepancies in what we’re learning.
  • Be aware of our own filters and biases. . . do we rely on one point of view, one news or business news source only? Do we know what makes us defensive and likely to reject something uncomfortable?
  1. Trust: Seek diversity, not validation

Examples abound of executives and leaders who insulate themselves by choosing to be surrounded by like-minded people. It is not uncommon for those companies to experience large scale failures, if they are big enough, and failure to thrive if they are small. Though it is comfortable to be with people who share the same world view, that need for comfort should be saved for after hours. It is only in integrating diverse perspectives that we will have access to all the information needed for good judgment.
How to enhance a culture for broader points of view:

  • Cultivate sources of trusted advice.
  • Find people who will tell you what you need to know, not what you want to hear.
  • Seek out different points of view. Ask for them, don’t wait for someone to timidly come forth because they see things differently than you.
  • Learn to evaluate the process of someone’s judgment. Try to discover how someone arrives at a decision and action as well as a project’s outcomes.
  1. Experience: Make it relevant but not narrow

There is much to be said for hiring someone who has a lot of experience in your industry, but make sure there is breadth to it as well as depth. Someone who has years of experience in a fairly narrow niche, for example, out-patient surgery, may find themselves making “easy” judgments out of habit, or overconfidence or familiarity.
How to improve the experience factor:

  • Evaluate your own past experiences honestly in making good and bad judgments. Review those situations to see what else you can learn.
  • Recruit a smart friend who can look over your shoulder and be a neutral critic.
  • Work to expand the breadth of your own experience.
  1. Detachment: Identify, then challenge biases

The skill of detachment is a difficult one to master because it requires us to set our egos aside and remove any personal connection to a particular outcome. Acting with detachment is easier if we are able to understand and address our own biases.
Some ways to improve detachment:

  • Understand, clarify and accept points of view different from your own.
  • Try out role plays and simulations, letting people take on different perspectives to see what they learn.
  • Support leadership development programs; they broaden exposure to leaders with different thinking, experiences and points of view.
  • Assume that mistakes will occur. Plan for them.
  1. Options: Question the solution set offered

The author makes the point that even though you might be offered two options to choose from, often as not there are more options that haven’t even been considered. There are always more. Not taking action is an option as well as delaying a decision. It is important to explore as many options as possible and try to surface the unintended consequences of each.
Improve your options:

  • Press for clarity on poorly presented information, challenge it if information is missing.
  • Be aware of two risks associated with novel solutions – stress and overconfidence – and mitigate them if possible through piloting one or two before full implementation.
  • Understand that people often have personal stakes in an outcome. Try to figure that out and factor in others’ biases.
  • Be aware of the rules and the ethics that will bound a good judgment.
  1. Delivery: Factor in the feasibility of execution

You can make all the right choices but lose out if you don’t exercise judgment in how and by whom those decisions will be carried out. What are the risks of half-hearted or poorly thought out implementation plans? Likierman points out that people with flair, charisma, creativity and imagination may not be in the best position to deliver the results you seek.
Ways to improve on the good options:

  • Make sure the people you choose to implement have the type of experience that closely matches up with its context.
  • Seek out ideas from your team about what might cause a proposal to fail.
  • Do not let yourself be pressured by an arbitrary timeline if you don’t have the right implementers.

There is a lot to be learned about the science and art of leadership. If, as Tichy and Bennis claim, judgment calls are truly the single mark of a leader, looking for ways to turn our OK judgments into good ones is well worth the effort. If you made some new decisions for 2020, reviewing and following the points above could strengthen your results. . .  Good luck! And give us a call if you’d like to discuss your situation and how we can assist.
PLEASE NOTE: We are making some improvements to our website in February. Look for the return of our blog in March.
[1]https://hbr.org/2020/01/the-elements-of-good-judgment (accessed 1/14/20)
[2]Sir Andrew Likierman is a professor at London Business School and a director of Times Newspapers and the Beazley Group, both also in London. He has served as dean at LBS and is a former director of the Bank of England.
[3]Tichy, Noel and Bennis, Warren. 2007. Judgment: How Winning Leaders Make Great Calls. Penguin Group.