Coaching Excellence blog

Building Networks of Trust

May 9th, 2013

We’re happy to have Paul Garro, Executive Director of City Year San Antonio, as our guest blogger. A featured speaker for iPEC’s “Dialogue Among Thought Leaders” series, Paul has been successfully serving the educational community for 20+ years.  In addition, he’s been a national consultant for “Teaching the Hard to Reach,” and has authored the first of a series of books entitled, “Classrooms of Inspiration.”

So, what builds trust?

For starters, a strong foundation for trust develops when you expose your limitations, own your actions, and admit that you can’t get everything done all by yourself. In fact, vulnerability and humility have the effect of gathering people together to shape meaning and motivate change.

Trust is also built by a demonstration of our values. When leaders stay true to their values, and their actions are aligned with what they say, confidence begins to build in the people they lead. In essence, these leaders develop powerful vulnerability, which translates into demonstrated integrity — one of the very cornerstones for building trust.

In the Corporation for National & Community Service’s study, “Volunteering and Civic Life in America,” participants from various cities across the country were asked to rate their level of trust in their neighborhoods, public schools, corporations, and the media. While neighborhoods and public schools had the highest levels of trust, corporations and the media were shown to have much lower levels, revealing the tremendous opportunity that exists to connect with our communities and become trusted partners.

How do we break down barriers and build bridges in order to capitalize on this opportunity and formulate trust? In other words, how do we creatively form relationships on our way to successfully building trusted community networks?

Being well-versed in your beliefs, and in your craft, allows you to embody your values and develop strategic relationships with the people and organizations within your communities. From these relationships, your academic organization can build a trusted portfolio of business and community network partners.

So, spend some time with a bit of self-reflection on these seemingly simple, yet powerful, questions:

-  How well versed am I in who I am?

-  How well versed am I in my craft?

To be sure, listening is also key, as is finding the commonality that exists between your organization and those within your community. Be bold and persistent in finding that commonality; it’s the fuel that will spark your ability to build networks of trust.

When you combine these elements together, you’ll also portray a sense of confidence  – confidence in your yourself and in your mission. With trust and confidence, and community alignment, you’ll be amazed by what you’ll be able to accomplish together.

Again, powerful vulnerability, that sense that you don’t have all the answers, that you can’t go it alone, is what paves the way for building, and sustaining, these all-important networks of trust. While they help to provide us with the strategic levers necessary to catapult the trajectory of our organization to an entirely new level (e.g., increasing its capacity for change, propelling its growth), perhaps most important of all is our shared ability to deliver a positive social return to our communities.

What do you see as possible within your organization, and across your community, by tapping into your own powerful vulnerability? And, how can you be a disciple in building communities of trust?

Paul Garro
Executive Director
City Year San Antonio

*The image above is an actual painting by Paul Garro, which not only reflects his artistic talents and immense creativity; it’s also a very personal reflection of his heart-centered approach as a servant leader.

Maximizing Potential

February 4th, 2013

Working smarter, not harder.

At this time in the second semester, in the midst of tackling major challenges and goals, it’s not uncommon to hear school leaders rally the team by reminding them to work smarter, not harder to increase effectiveness.

Sometimes we assume that everyone knows what working smarter is and that just might not be the case, especially if the resources at our disposal seem to be strapped.

In the book “Multipliers,” Liz Wiseman suggests that a key factor in increasing effectiveness is through “the ability to extract and multiply the intelligence that already exists in the organization.”  She characterizes the best leaders as those who emphatically capitalize upon their own aptitude to instinctively multiply the genius in others around them.

Sound familiar?

Ever wondered why some leaders seem to create greatness all around them and others seem to drain intelligence and capability?

Have you ever been around someone who instantly makes you feel more capable?

Someone who you love to brainstorm with because the ideas just flow? Who energizes you?

People have extraordinary influence over each other – consciously and unconsciously. One of the most influential gifts we have, as educational leaders, is our individual and collective energy.  Einstein proved that energy attracts like energy.  Perhaps the reason some leaders have an amazingly positive energetic impact on the creativity of others is that they consciously demonstrate the belief that everyone has unlimited potential and the ability to create solutions.

Consciously sowing the seeds of unlimited potential.

How exactly do we sow these seeds? One simple way is by raising our awareness.

When a leader makes a conscious and concerted effort to show that others possess the ability and willingness (genius) to solve their problems, the beginnings of a culture of “multipliers” results and wayward challenges turn into opportunities.

Now that’s working smarter and not harder!

To tap into the genius of others, you need to be curious about their talents.  Being conscious (aware) of how you create the space for creative dialogue, asking empowering questions, and listening more and talking less are some of the keys to becoming a multiplier.

So, ask yourself: how would effectiveness increase in your school if people wanted to use more of their discretionary effort, energy, and resourcefulness to actively search for more valuable ways to contribute?  How are you empowering genius in others?

Susan Gonzales, MA.Ed, CPC, PCC, ELI-MP
Vice President, Coach Training Programs
Institute for Professional Excellence in Coaching (iPEC)

Leadership Reinvented

November 16th, 2012

Innovation. It’s a buzzword. But, if we dig deeper and elaborate a bit more, the term takes on a much greater significance. In this case, we’re talking about Innovative Leadership.

How important is this in education? Critical.

When you have more to do with fewer resources, innovative leadership makes people the focus. If executed properly, this matrix diminishes the limiting beliefs touted across all levels of an organization.

In his book, “The Reinventors: How Extraordinary Companies Pursue Radical, Continuous Change,” Jason Jennings highlights the pitfalls of accepting the status quo. He vehemently rejects the idea of “leaving things alone,” even if an organization is doing perfectly well for themselves.

The bottom line: innovators actively seek improvement.

If there’s an environment of indifference in embracing or rejecting ideas before they’ve even been heard, you’re losing out on innovation opportunities.

“Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual.” — Arthur Koestler

Recently, IBM conducted a poll of roughly 1,500 CEO’s and found that the apex of leadership over the next five years is, you guessed it, CREATIVITY. Forbes Magazine propelled this notion into the mainstream when they published their list of the world’s most innovative companies. The news-maker begged the question, “Why are some companies able to create and sustain a high innovation premium while others don’t?”

They uncovered 3 principle caveats:

PEOPLE, PROCESSES, AND PHILOSOPHIES

“You don’t understand anything unless you understand there are at least 3 ways.” — M. Minsky

Much to the avail of Minsky, innovative leaders leverage the 3 P’s based on human economics. Leaders lead through their behavior and how they “show up” each and every day.

PEOPLE will follow suit based on this culture of consistency. Leaders also understand how innovation unfolds, imprinting this knowledge-base as PROCESSES to streamline an organization. And, in the most rudimentary sense, the PHILOSOPHY behind any great leader can be construed by their actions.

As you reflect upon these leadership leverage points, consider the vast difference between being vs. doing in your organizations. How are you maximizing your leadership leverage points to increase innovation in your schools?

Susan Gonzales, MA.Ed, CPC, PCC, ELI-MP
Vice President, Coach Training Programs
Institute for Professional Excellence in Coaching (iPEC)

This is the second in a series of blogs addressing topics for today’s educational leaders. Check back for more postings.   

 (SOURCE: Four Rules for Innovative Leadership, Entrepreneur.com)

Lessons From The Field: People First

October 26th, 2012

 

We have more to do with less.

It’s a sentiment I’ve heard from education leaders across the country. With the decreases in education funding, tough decisions and cuts have had to be made.  When so many schools were already struggling to reach their student achievement goals, it’s no wonder that, for some, it can now seem like an almost  impossible task.

Any yet, there are those schools that excel in spite of the economic challenges and other issues. How- we ask ourselves?  What do those school leaders know that we don’t?

People First Cultures   

Numerous studies have found that the most effective school leaders believe that people are the key to performance. It makes a lot of sense, especially when you consider that the one constant in schools is the people. It is truly one of the things that you can most rely on- the students will come and the teachers will teach.

But there must be more to it than just that. When I asked a highly regarded, veteran superintendent what her number one challenge was this year, she shared that keeping her staff engaged and motivated was her top priority. She was very aware that the culture of her district depended on the level of engagement of all its members and that this culture greatly impacted the level of student success that they achieved.

Of course. And this correlates to what the research indicates.

Outstanding leaders understand that developing and stretching people to achieve beyond what they thought possible unleashes energy, that empowering people frees them to make a difference, and that this drives engagement.

If educators believe that the causes of student learning lie outside their influence or control, school improvement efforts can be viewed as futile. But when educators recognize and believe in their individual and collective capacity to positively impact student achievement, results follow.        

How do you purposefully empower, engage, and inspire the people in your schools?

Susan Gonzales, MA.Ed, CPC, PCC, ELI-MP
Vice President, Coach Training Programs
Institute for Professional Excellence in Coaching (iPEC)

This is the first in a series of blogs addressing topics for today’s educational leaders. Check back for more postings.   

An Uncertain Gift

August 24th, 2011

I was just reading an article by Ben Johnson entitled, “Helping Students Deal with Uncertainty in the Classroom” and couldn’t help but think about how most adults handle uncertainty.

My first thought is that uncertainty is one of those incredible aspects of life that helps us really understand ourselves.

Consider: What’s the first thought that comes to mind when you hear the word “uncertainty”?

Do you get excited about the possibility to create?  Do you get worried about not knowing what’s about to happen?  Do you get frustrated because it means you don’t know the answer?  Do you enjoy the experience with curiosity and discovery, or do you want it to be done with as soon as possible?

What do any of these reactions tell you about yourself?  With this realization, now ask yourself, “Is my typical reaction to uncertainty helping me excel or holding me back, and how much is it doing so?”

For some, the excitement of creation is exhilarating and liberating, but it may or may not result in taking concrete steps to move a situation forward.  In that case, don’t stay in the uncertainty and creation; know when it’s time to act.

For others, the frustration or worry of not knowing is almost paralyzing, or they miss the message or learning from the experience, in the hopes of just “moving past it.”  Slow down; get curious about what’s going on; figure out your goal; and, then, start to arrange things back into some order that helps jump you forward.

Uncertainty – like constant change – is a given in life.  Rarely do life’s challenges and opportunities include solving 2 + 2.  Know what your formula currently is and, then, if it’s not what you want, determine and define what you’d like it to be.  Plan for uncertainty and then use it to thrive!

And, like Johnson proposed in his article, let’s start using uncertainty in the classrooms and stop building so much concern about the unknown.  Let’s get our children (and maybe even ourselves) comfortable with uncertainty.

One thing I’m absolutely certain of is this: we already hold the answers we seek – we just have to ask the right questions to discover them!

Live on Fire!

D. Luke Iorio, CPC, PCC, ELI-MP
President & CEO
Institute for Professional Excellence in Coaching (iPEC)