Balanced Leadership Framework
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1 Lea r n in g Fo r wa r d Sessio n C3 9 Ha n d o u t In cre asin g Qu ality an d Re d u cin g Variability : A High Re liability Ap p ro ach Select ed Slid es: Participants will... Session Outcomes v understand the Principles of High Reliability Organizations (HROs) as they apply to education; v connect the Principles of HROs to system and school improvement/ innovation; v realize the potential of 90-Day Improvement Cycles for changing student outcomes; v be introduced to one school system s approach to improving instructional quality and reducing instructional variability within and among schools; and v begin connecting HRO principles to their own action planning process for improving student achievement. Balanced Leadership Framework Purposeful Community School-Level Leadership Focus of Leadership Magnitude of Change School-Level Leadership Purposeful Community
2 21 Leadership Responsibilities Affirmation Change agent Communication Contingent reward Culture Discipline Flexibility Focus Ideals and beliefs Input Intellectual stimulation Involvement with CIA Knowledge of CIA Monitor/ evaluate Optimize Order Outreach Relationships Resources Situational awareness Visibility WHAT MATTERS MOST Research & guidancethat focuses on what makes themost differencefor students Develop data-driven, high-reliability systems Create high-performance school cultures Provide wholechild student supports Guarantee challenging, engaging, & intentional instruction Ensure curricular pathways to success McKinsey Performance Trajectory Great Excellent Good Intervention Improvement Innovation Fair Poor 20 th percentile 80 th percentile
3 90-Day R&D Cycle (Optimized for Education Calendars) 5 days 15 days 20 days 30 days HROs operate under high-risk conditions and take a variety of steps in pursuit of error free performance. Weick, Sutcliffe, & Obstfeld High reliability organizations operate in a context where failures are simply too significant to be tolerated, where failures make headlines. The Failsafe Schools Challenge: Leadership Possibilities From High Reliability Organizations. Educational Administration Quarterly. Bellamy, Crawford, Marshall, & Coulter. August, 2005
4 Phases of Change Create Demand Monitor and Evaluate 1st Order Implement Manage Personal Transitions Create the Demand Make the case for change. Techniques to create demand: v Create discontent with the current reality. v Develop a vision of a more attractive reality. Implement Relentless response to the need to improve. v Implement research-based practices with: Quality Fidelity Intensity Consistency v Translate research into practice & provide feedback.
5 QFIC Questions v What does quality look like? v How does fidelity apply to implementation? v What level of intensity is necessary to impact student achievement? v What amount of consistency is needed to ensure successful implementation Key Considerations for Implementation v Demand created won t carry initiative forward alone v Be Knowledgeable - guarantee a viable curriculum v Empower and build capacity within your building/ district v Implement through inspiration v Disappointment must feel temporary v Success must feel permanent Monitor and Evaluate Collect and analyze data. v Assess the implementation of researchbased practices. v Check the impact of implementation on implementers. v Attend to leading indicators.
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7 HRO Principles Examples in Education Preoccupation with failure HROs a r e p r eo ccu p ied wit h fa ilu r e. Fa ilu r es a r e em b r a ced, even wea k sign a ls, in o r d er t o t a k e a ct io n t o sto p fu r t h er d a m a ge fr o m o ccu r r in g, t o lea r n wh y it h a p p en ed, a n d t o k n o w h o w p r even t t h e fa ilu r e fr o m h a p p en in g a ga in. HRO st r a t egies sp ell o u t m ist a k es t h a t a r e u n lik ely b u t p o ssib le d u e t o t h e h u m a n a sp ect in o r ga n iza t io n s. Th ey loo k r elen t lessly fo r sy m p t o m s o f m a lfu n ct io n in g a s t h ese m a y b e a clu e t o a d d it io n a l fa ilu r e s elsewh er e in t h e sy st em. Th ey a r e su sp icio u s o f q u iet p er io d s a n d o b sessed wit h su ccess lia b ilit ies, su ch a s o ver co n fid en ce. Reluctance to simplify interpretations HROs a r e r elu ct a n t t o sim p lify. Alt h o u gh ca t a st r o p h es a r e u n a vo id a b le, t h ey a r e n o t co n sid er ed ligh t ly. HROs sim p lify slo wly, r elu ct a n t ly, a n d m in d fu lly. Th ey cr ea t e m o r e co m p lex p ict u r es o f sit u a t io n s, wh ile en co u r a gin g sp a n n in g o f b o u n d a r ies, n ego t ia t in g, sk ep t icism, a n d d iffe r en ce s in o p in io n s. Du e t o t h eir r elu ct a n ce, t h e d eta ils p r eser ve d a n d t h e n eed s fo r sim p lifica t io n a r e r ed u ced. Sensitivity to operations HROs a r e sen sit ive t o o p er a t io n s. HROs a r e r esp o n sive t o t h e m essy r ea lit y in sid e m o st sy st em s. Th a t is, t h ey lo o k a t wh a t t h e o r ga n iza t io n is a ctu a lly d o in g r ega r d less o f wh a t t h ey we r e su p p o sed t o d o b a sed o n in t en t io n s, d esign s, a n d p la n s. Th ey o ffer a t t e n t iven ess t o t h o se o n t h e fr o n t lin e a n d a ck n o wled ge t h a t a n a ccid en t is o ft en n o t t h e r esu lt o f a sin gle a ct ive er r o r. HROs see t h a t a ccid en t s a r e ca u sed b y er r o r s ly in g la t en t in t h e sy st em.
8 HRO Principles Examples in Education Commitment to resilience Wit h a co m m it m en t t o r esilien ce, HROs a r e a b le t o id en t ify, co n t r o l, a n d r eco ve r fr o m er r o r s. Th ey co r r ect t h em b efo r e t h ey wo r sen a n d ca u se m o r e ser io u s h a r m ; t h er efo r e, t h e sy st em co n t in u es t o o p er a t e d esp it e fa ilu r es. HROs p r a ct ice wo r st ca se scen a r io s a n d lea r n fr o m fa ilu r es. Th e y kno w t h ey h a ve n o t exp er ien ce d a ll p o ssib le fa ilu r es, so t h ey m u st b e co n t in u a lly wa r y o f fa ilu r es. Deference to expertise HROs d efer t o exp e r t s. Exp er t ise is n o t n ecessa r ily m a t ch ed wit h a ch a in o f co m m a n d. In fa ct, so m e d ecisio n s a r e m a d e o n t h e fr o n t lin e. HROs m a k e a n effo r t t o see wh a t p eo p le o n t h eir fr o n t lin es k n o w a n d en co u r a ge co m m u n ica t io n o f exp er t ise fr o m a ll levels. De fe r r in g t o exp er t ise is seen a s a st r en gt h wh e n em p lo y ees a ck n o wled ge t h eir lim it s a n d a sk fo r h elp. HROs o p e r a t e u n d e r h igh -r isk co n d it io n s a n d t a k e a va r ie t y o f st e p s in p u r su it o f e r r o r fr e e p e r fo r m a n ce. - W eick, Su t cliffe & Ob st feld, High r e lia b ilit y o r ga n iza t io n s o p e r a t e in a co n t e xt wh e r e fa ilu r e s a r e sim p ly t o o sign ifica n t t o b e t o le r a t e d, wh e r e fa ilu r e s m a ke h e a d lin e s. - Bellam y, Craw fo rd, M arsh all & Co u lt er,
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