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Philosophy

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Principles of Leadership Part III

This is the third installment of a series of posts of principles of leadership that I have gleaned from forty years in administration in Christian higher education. Although they gone from that setting, many, if not most are applicable to any management situation. This post deals with handling processes within the organization.Post One dealt with personal traits and characteristics. Post Two was about dealing with people.

  1.   Approach problems systemically; solve them systematically Making changes in one area of a system will have effects on other areas of the system. Look at the big picture. Do not go just for a quick fix. Work through all the ramifications of your actions. Be prepared for the next steps.
  2.  Think and plan strategically Strategic thinking and planning begin with the organization’s mission and vision. It proceeds through internal and external scans and an analysis of the differences between current positioning and desired future positioning. The organization must then determine the fundamental issues it has to address to achieve its mission and vision, and then develop goals, action plans and tactics to address those issues. Periodic review of the goals, action plans and tactics are essential to an ongoing institutional assessment of where it is and where it wants to be.
  3. Develop a culture of evidence A culture of evidence is a way of life and thought that pervades an organization with a set of values and principles, a collective knowledge, and habitual patterns of actions that uses information and data as evidence to answer questions of importance to the organization. In the ideal organization, a culture of evidence will demonstrate the degree or extent to which the organization possesses those attributes and characteristics of high-quality programs and processes.
  4.   Share knowledge and information Today’s organizations can no longer effectively be managed by the few who think and the many that do what they are told. Organizations need a higher level of knowledge and skill among all who participate in them.
  5. Live within your budget An organization must operate within its means. To do this requires a balancing of the needs and available resources, along with an accurate accounting of income and expenses. I believe that budgeting should begin with needs and expenses followed by an analysis of income. I also believe that once the budget is set, the bottom line is fixed, but individual items are guidelines and within the framework of that bottom line budget directors should have as the autonomy to make changes in individual items if necessary.
  6.   Take the long-term view The long-term success and viability of a project is more important than short-term successes. The long-term success and viability of an organization is more important than the short-term successes of projects. The long-term success of the organization and individual projects may need the building of foundations and superstructure that can take time to construct.
  7.  Expect excellence; ensure excellence We should encourage our customers to expect excellence from us. It is our job to ensure excellence in what we deliver. The process of providing excellence includes selecting the right people and assigning them the right tasks, setting high standards and motivating them continually and holding them accountable for the outcome.
  8.   Maintain the proper balance between innovation and practicality There are times when it is important to “think out-of-the-box.” There are times when it is important to remember and follow tradition. It is most important to know when to choose what.
  9. Form follows function This phrase is typically used in an architectural sense. It definitely must be followed in designing space. However, I believe that it has a much broader application. We can look at processes and systems just as we look at buildings. We should first look at what we intend for them to do, and then design them accordingly.
  10.  Delegate intelligently; follow-up consistently An individual can’t do everything. A supervisor must set a pattern of delegating both responsibility and authority to appropriate staff. The supervisor should also set up expectations of oversight and stick with those expectations. The follow-up should be scheduled and as consistent as possible from one project to the next, and one staff member to the next.
  11.  Celebrate success People need to feel good. People need to celebrate appropriately. As successes come, set a pattern of celebrating those successes and the people who made them possible.
  12.  Learn from failures Nobody is perfect. You will make mistakes; others will make mistakes. Take those mistakes and use them to become better. Analyze what went wrong. Determine what could be done to avoid these problems in the future.
  13.   Leave the organization better than you found it Each decision should be made with the intent of improving the organization. The work of each day should be done with the goal of continuous improvement. Work each day as if it is your last chance to make a difference.

If you are interested in learning more about leadership

and how it effects organizations, I highly recommend the

work of Dr. Jim Laub. Check out his organization OLA

and his website  www.ola.org

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Epilepsy is Not the End of the World

Epilepsy is Not the End of the World

By Baylis

Several weeks ago, I posted a blog entitled “Aphasia is not the end of the world.” The first paragraph of that post included the following statements: “I admit that at times I need to remind myself that my mild case of aphasia is not the end of the world. Really, the only things I’ve lost are just some words, and usually it is only a temporary loss. I still have the things that really count in life. I still have my loving and supportive family. I still have a compassionate and praying church family. I still have considerate and helpful neighbors. I still have concerned and respectful colleagues and friends from more than forty years in higher education. I still have a team of knowledgeable and caring medical personnel. All of these people are individuals on whom I can lean. I have a real social network, not a virtual one. In addition to all these people, I still have my mind. A piece of advice to caregivers and friends, I really do not need sympathy. Please just be there when I need you, be supportive and encouraging at every step of the process, that’s the best gift you can give, and the thing I need the most.”

Ever since then I have been thinking that I should say something similar about my epilepsy. So here it is: “Epilepsy is not the end of the world.” With the exception of the big “C” word “CANCER,” probably the most feared disease is “EPILEPSY.” Epileptics are afraid of epilepsy because they don’t know what causes it. They don’t know if or when the next seizure will come. People around epileptics are afraid because they don’t know what the disease is and they don’t know what to do if someone is having a seizure. My wife is afraid because she was present when I had my first seizure and she says that she never wants to see something like that again. She is also afraid because she knows that I have to take my anti-seizure medication faithfully on a fixed schedule, and I have to watch my diet because certain foods have been known to interact negatively with my particular anti-seizure medication. She is afraid she will do something wrong and cause me problems.

One big difference between my mild aphasia and my epilepsy is that with work and practice, my aphasia seems to be getting better, while with my epilepsy I have to rely on medication to help keep the seizures at bay. As long as I take my medication faithfully, I have a good chance of not experiencing any more grand-mal seizures. It is not a guarantee, but a good chance. So it is not the end of the world.

Having spent forty years in the academy, I had to know more about the expression that I was using. What is the origin of the expression, “It’s not the end of the world?” The saying on a very popular T-shirt sold in the town of Resolute Bay is “Resolute Bay is not the end of the world, but you can see it from it here.” Resolute Bay is the second closest Canadian town to the North Pole.

Resolute Bay is an interesting name. How did the town get its name? It was named after the British mid-nineteenth century sailing ship HMS Resolute. HMS Resolute had been specially outfitted for Arctic exploration and during one expedition was trapped by ice as winter descended on Northern Canada. She was abandoned as her crew walked across the ice to safety in a small settlement, that later was name Resolute Bay. From that location they were able to contact England and let the Royal Navy know that the ship was abandoned. Queen Victoria renounced any claim to the ship. When spring came, some American whaling ships came across the Resolute and freed her from the thawing ice. Although the British navy had renounced any claim to the ship, the US Government as a sign of good will returned the ship to Queen Victoria is 1856. After another twenty years of naval service, the HMS Resolute was ordered to be dismantled by Queen Victoria. She had at least three desks made from its timbers, one of which she kept, one of which she presented to the widow of Henry Grinnell for his service to the British navy, and the third which she presented to President Rutherford B. Hayes in 1880 as a sign of appreciation.  This desk which became known as the Resolute Desk has been kept in the Oval Office or the President’s private office in the White House ever since. If the name Resolute Desk sounds familiar, it is probably because it was an integral part of the plot of the movie National Treasures: Book of Secrets.

I find it ironic that an expression that most likely was meant to carry a connotation of surrender and fear has behind it a story so closely related to courage, resolve and perseverance.  So when I say “Epilepsy is not the end of the world, but I can see it from here,” it doesn’t mean that I am giving up. It means that I don’t know what’s ahead, but I am ready to push ahead to find out. I have the things that really count in life. I have faith in a loving God. I still have my devoted and supportive family. I still have a compassionate and praying church family. I still have considerate and helpful neighbors. I still have concerned and respectful colleagues and friends from more than forty years in higher education. I still have a team of knowledgeable and caring medical personnel. All of these people are individuals on whom I can lean. I have a real live social network, in addition to my virtual one. On top of all these I have the will to press on toward that unknown that looks like the end of the world.

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Can Faculty Learn from a Broadway Musical

An article that first appeared in the July 4, 2010 e-edition of the Technology Section of The Chronicle of Higher Education was repeated in the July 9, 2010 e-edition of Academe Today. The article was entitled “Linked In With: A Writer Who Questions the Wisdom of Teaching with Technology.”  Because I was familiar with Carr’s writings, this article caught my attention and I had to read it, even though I was confident of what I was going to find. The author of the article, Marc Parry, was talking about and interviewing Nicholas Carr, the author of a book entitled, “The Shallows,” and many articles, including “IT Doesn’t Matter” and “Is Google Making Us Stupid?“As usual, Carr was questioning the efficacy of technology in assisting in the teaching and learning process. This article was vintage Carr.

I believe education is meeting students where they are and helping them to get to where they want and ought to be. If where they want to be is not where they ought to be, then our first job in education is to help them see where they ought to be. I believe every prospective teacher should watch the musical, “My Fair Lady.” Can teachers learn anything from a Broadway musical? I think they can if they are paying attention, especially if they are asked to reflect on one particular scene. The scene takes place in the Professor’s study, when he and the Colonel are celebrating Eliza’s triumphant debut at the gala. Colonel Pickering keeps saying, “You said that you could do it, and you did it.” Professor Higgins replies:”Yes I did it.” But did you see Eliza in the corner of the room crying and sobbing, “What have you done? “ They replied:”We made you a lady.” Eliza responded, “I never asked to be a lady. All I wanted was to be able to speak well enough to sell flowers at the corner shop. Now that I am a lady, there is nothing left for me to do, but to sell myself and marry a gentleman.” The Professor and the Colonel used good pedagogy and “taught her well”, but they didn’t listen to what she wanted, and they definitely didn’t help her understand what it was to be a lady and why that was important.

The following exchange between Perry and  Carr reminded me of that scene from “My Fair Lady:”Perry asked Carr: “If the Internet is making us so distracted, how did you manage to write a 224-page book and read all the dense academic studies that much of it is based on?” Carr responded, “It was hard. The reason I started writing it was because I noticed in myself this increasing inability to pay attention to stuff, whether it was reading or anything else. When I started to write the book, I found it very difficult to sit and write for a couple of hours on end or to sit down with a dense academic paper.” I have found that most of our students today don’t know how to sit down for a couple of hours to read or write. They mentally and physically can’t sit for a couple of hours to read or write. They definitely don’t know how to sit down and read a dense paper. They also don’t know why that should be important. It is not enough for us to tell them just to do it, because it is important and it is good for them. How often to our question of why, do we accept the answer, “Because I told you so; besides it is good for you; or you ought to do it.” At one point in the article after renouncing the use of the internet, Carr says, “my abilities to concentrate did seem to strengthen again. I felt in a weird way intellectually or mentally calmer. And I could sit down and write or read with a great deal of attentiveness for quite a long time.” Our students don’t know why that is important for them unless we help them learn that. Just telling that it is good and that it works for us is not enough. If we want to reach these students, we need to meet them where they are and help them see the benefits of the reflective pursuit of knowledge and truth for them. If we don’t do that, these students might well be like Eliza, sitting in the corner crying that we didn’t listen to them, and we haven’t. The other more likely possibility is they will give up, walk away and never engage in the reflective pursuit of knowledge.

My next question may sound like heresy coming from someone within the academy, “Is the reflective pursuit of knowledge the only way to obtain knowledge? The ancient Greeks allowed and even encouraged at least three different ways of knowing, theoria, poiesis and praxis. Theoria is the word from which we get our words theory and theoretical. In ancient Greece, it meant contemplation or seeing by observation. It developed into the idea of the theoretical pursuit of knowledge and truth through contemplation or reflection. Poiesis is the word from which we get our word poetry. It meant to make or produce. It developed into the idea of creating something of value. Praxis is the word from which we get our words practice or practical. It meant action. It developed into the idea of knowledge applied to one’s actions. The goal of theoria  was truth. The goal of poiesis was a product. The goal of praxis was action.

I challenge those of us in the academy, are we open to different ways of knowing and learning? Are we willing to meet our students where they are, listen to where they want to be, and help them see where they could and ought to be? Are we willing to help them get there, even if it means using multiple ways of knowing and learning that may not at first seem comfortable to us?

is the word from which we get our word poetry. It meant to make or produce. It developed into the idea of creating something of value. Praxis is the word from which we get our words practice or practical. It meant action. It developed into the idea of knowledge applied to one’s actions. The goal of theoria was truth. The goal of poiesis was a product. The goal of praxis was action.
I challenge those of us in the academy, are we open to different ways of knowing and learning? Are we willing to meet our students where they are, listen to where they want to be, and help them see where they could and ought to be? Are we willing to help them get there, even if it means using multiple ways of knowing and learning that may at first not seem comfortable to us?

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Centralized or Decentralized Online Learning Offices

In a June 30, 2010 news item in the Wired Campus Section of Chronicle of Higher Education, Marc Parry wrote: “One university’s decision to close its central distance Education office has stirred a national debate over the best way to operate online programs.”

Continuing he remarked, “Under a restructuring of Texas A&M University at College Station, individual colleges will now manage online learning. And tuition paid for those programs will flow directly through those colleges.”

That last phrase captures at least half if not most of the debate. The various colleges want their piece of the revenue pie, if not the whole pie; however, they still expect the university to pick up all the infrastructure costs. The other major portion of the debate is control of the courses offered.

I have seen this debate played out at two different universities. The primary arguments for centralization that I have seen are: 1) A centralized office is more likely to be more economical for the university in terms of equipment and software costs. Bundling the hardware and software needs, the university is more likely to get better pricing and usage discounts from its vendors. Working with fewer vendors usually provides quicker and better service. 2) A centralized platform and centralized course management system is more student friendly. In situations where students may have to or want to take courses from different colleges (e.g. general education requirements), it is much easier for the students to have to learn only one platform. 3) A centralized office is more likely to avoid scheduling conflicts and more widely publicize the whole range of offerings. 4) Expenses are paid from one checkbook. A particular college can’t decide to skip payment of a particular bill (e.g. extra storage or bandwidth to cover usage, upgraded software and new or upgraded servers to handle the new software, or extra personnel to cover programming needs, course design assistance, and help desk features) and thereby curtail or eliminate online learning for that college. 5) It is easier to plan and provide for redundancy requirements, e.g.,( if one college is not using enough bandwidth all the time to warrant the expense of that extra bandwidth, there is the possibility of time-sharing among the colleges). If one server goes down, it is easier and quicker to off-load the work to other servers. Just ask students what they think of your program if they experience a week, a day, or even an hour of down time waiting for you to restore service.

In addition to the revenue argument, other major arguments for a decentralized approach are control of course content and faculty assignments. The various colleges want to make sure the assigned faculties are qualified to teach a given course and that the assigned faculties include all the “appropriate content” and none of the “inappropriate content.”

These are good arguments both for and against a centralized approach. With as much intellectual genius that exists in our institutions, it seems as if we should be able to design a workable hybrid approach. Such an approach would allow the separate colleges to participate in some of the revenue intake, still have some control over individual courses and faculty, and yet makes the whole process economically feasible for the university and accessible to both internal and external audiences of students.

Along with the revenue and expense questions, “To whom are the online courses targeted?” If the target of the online courses is only currently enrolled campus-based students, a decentralized approach may work. If the targeted audience includes a wider audience focusing on part or primarily on external students, a centralized or partially centralized approach makes more sense. External students not familiar with the university structure will be put off with what they view as a runaround, going from college to college to get what they need or want, and they will go to another university they view as more convenient. Internal students may complain about the “runaround” but they will negotiate the winding path to reach their desired goals. To make the online programs economically feasible, it makes more sense to make the intended audience as wide as possible. As in any compromise, both sides will not get everything they want and will have to give up something. That is the nature of compromise. Each university will have to decide what its negotiable items are.

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Charcteristics of an Ideal Major

Characteristics of an Ideal Major
What does the ideal major look like? Almost all undergraduate programs today consist of three parts: General Education, Major, Electives. The major is the primary area of study that the student wishes to pursue. In forty years of academic work, I have had the privilege of helping many programs or departments design and construct majors. In any building job, contractors and builders will tell you that it is absolutely necessary to have a plan before you start building. Those plans may be hand-drawn or put together by architects. In either case, the drawer or the architect begins the plans with a style or a philosophy from which to work. My philosophy of building an ideal major includes the following characteristics.

Definition: a major is a combination of related courses and competency requirements that upon completion will permit the student to pursue further study in the area or obtain an entry job in the area.

Necessary Characteristics:

1. Discipline: A major should be built upon a recognized academic discipline, interdisciplinary area or multidisciplinary combination.
2. Structure: The basic structural design of a major is linear, with a beginning, middle and end.
a. Beginning: Foundational courses introduce students to the primary subdivision of the discipline, and the prerequisite content and skills necessary for success in the discipline.
b. Middle: Core courses build upon the introductory courses providing breadth and depth in the discipline. These courses should include work with the literature, history, philosophical foundations, aesthetics, culture and language of the discipline. They should include increasing development of content, methodologies and skills of the discipline.
c. End: Capstone courses permit students to engage in in-depth work within the discipline. They should also introduce and engage the student in the process of integration of the discipline with other disciplines. Since all of my work has been at faith-based institutions, in the context of these institutions this integration should include the integration of faith and the discipline.
3. Coherence/Cohesiveness/Connectedness/Current: Each major should be designed in such a way that the requirements and topics studied are coherent (logically consistent and holding together as a harmonious and credible whole), cohesive (the requirements and topics studied stick or hold together working as a united whole), and connected (requirements and topics are joined or linked firmly together, having something in common). Each major should also represent the most recent views and interpretations of the discipline.
4. Breadth: The major should permit students to see and explore the breadth of the discipline in terms of content sub-divisions, and in terms of the literature, history, philosophical foundations, aesthetics, culture, language, methodologies, skills and values associated with the discipline
5. Depth: The major should provide enough in-depth work to permit students upon the completion of the major, the opportunity to begin engagement in graduate study within the discipline or a closely related discipline, or to obtain employment in an initial position.
6. Experiential Learning: Each major should provide an opportunity for every student to participate in an experiential learning component within the framework of the major. The major should develop experiential learning components that include a foundation for the experience, the experience itself which is based upon well-defined learning objectives, and a reflective component after the experience that provides an opportunity to tie together the achieved learning objectives. If credit is given, it is not to be given for the experience itself. It should be given for the completion of specified learning objectives in connection with the reflective component.
7. Service Learning: Each major should introduce the general principles of service learning and the specific principles of service associated with the particular discipline. Each major should provide an opportunity for every student to engage in service learning within the framework of the discipline, and encourage students to participate in a service learning experience. If credit is given it is not to be given just for the service; it is to be given for the learning component of the service learning experience.
8. Leadership: Each major should introduce the general principles of leadership and the specific principles of leadership associated with the particular discipline. Each major should provide an opportunity for every student to test his or her leadership potential, and encourage every student to aspire to appropriate leadership positions.
9. Multi-cultural/Cross-Cultural: Each major should provide students with the opportunity to become involved in a multicultural/cross-cultural or global experience within the framework of the discipline. Each major should encourage every student to take advantage of these offered experiences.
10. Thinking Skills: Each major should provide students with an understanding of and practice in the critical and creative thinking skills associate with the discipline. Upon completion of the major, each student should have been exposed to and required to demonstrate appropriate skill in the higher level thinking skills of evaluation, synthesis, analysis, application and understanding within the context of the discipline. Each student should have had adequate practice in creating, evaluating, analyzing, applying and understanding within the context of the discipline.
11. Communication Skills: Each major should provide students with an introduction to and practice in the various communication modes indigenous to the discipline. At a minimum, the major should have at least one writing intensive course required of all students. At a minimum, the major should have at least one course in which the student is required to make oral presentations.
12. Problem Solving Skills: Each major should introduce students to the main problem solving methodologies used by the discipline. Students should have adequate practice in solving typical problems of the disciplines.
13. Cooperative Learning/Collaboration: Each major should provide students with opportunities to engage in cooperative learning. Students should be encouraged to collaborate within the normal framework of the discipline.
14. Research Skills/Scholarship: Each major should introduce the students to the normal research practices of the disciplines. Students should be encouraged to engage in scholarship within the bounds of the discipline.
15. Career Planning: Each major should introduce the students to the normal career paths of individuals working within the disciplines. Each major should provide opportunities for students to career shadow a professional within the discipline. All students within the major should be encouraged to tentatively lay out career plans for themselves.
16. Portfolio Development: Each major should introduce students to the typical portfolio designs used within the discipline. Students should be encouraged to begin a professional portfolio that they could begin to use after graduation.
17. Ethical Concerns of the Discipline: Each major should introduce the students to the primary ethical concerns of the discipline. Students should be introduced to and required to read something from the primary authors who address ethical concerns within the discipline. All students should be required to begin to think about what position or positions they should take related to the primary ethical concerns of the discipline.
18. Lifelong Learning: Each major should encourage and instill within every student the understanding of the necessity for and the desire to engage in lifelong learning.
19. Citizenship within the Discipline: Each major should introduce students to the expectations of behavior of professionals within the discipline toward each other and toward the community. Students should be given opportunities to practice aspects of citizenship before they graduate.
20. Economical: Each major should be designed in such a way that it is as efficient and economical as possible for both student and faculty. It should offer the necessary courses to achieve the mission and goals of the major, but not require, or even offer a proliferation of unnecessary courses.
21. Resources: Each major should have the necessary resources (personnel, facilities, equipment, library material, and technology) to achieve its goals and mission and satisfy the fulfillment of these characteristics.
Since my entire career has been in faith-based institutions, for such institutions I would add another characteristic.
22. Integration of Faith and Learning: Integration of faith and learning refers to the process of combining a discipline and one’s faith in such a way that the process gives meaning to or helps interpret isolated facts or makes connections between one’s faith and the discipline. It is an attempt to synthesize knowledge. Integration approaches knowledge and problems from interdisciplinary and/or multi-disciplinary points of view. The key questions in integration are: a)”What do the findings mean?”and b)”How do they provide a larger, more comprehensive understanding of the discipline and/or one’s faith? The major should not only help the student to begin the process of integration of faith and learning, but should also help the student engage in the process in some meaningful way.

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Words and the Power of Words

Words and the Power of Words

 

Kevin Hall wrote in the introduction to his e-book, “Aspire”,

“We live our lives word by word-to build our relationships, to convey our points of view, to object to wrongs done to us or to others, to comfort our children and our friends. We also use the wrong words-sometimes unknowingly-and get ourselves into situations we’d rather not be in.”

 

Stephen Covey added these thoughts to the introduction of “Aspire”:

  • Words sell and words repel
  • Words lead and words impede
  • Words heal and words kill

 

For me, and I suspect for many others with aphasia, each day is a battle for words. We have lost the use of words, and thereby a piece of ourselves. For some of us, the loss is larger than others. For some of us, the loss is more permanent than others. For some of us, we will recover some of our former facility with words. For some of us, that faciIity is gone forever. Each person is different, and will have to live out his or her own story. I don’t want this piece to be discouraging or melancholy.  However, attempting to recover words is hard work and everything is not going to be joy and victory. Each day for me is a story of wins and losses. I must learn to savor the victories, the recovery of words, seemingly long forgotten, or the discovery of new words. It’s like a little child being allowed to go to the attic and rummage through the many boxes stored up there. In doing so he finds clothes and toys long forgotten, It can also be like that same child at Christmas opening up presents and finding new things to wear or to play with. With the child in the attic, there are many questions. Why would his parents have taken away that toy in the first place and deprived him of the pleasure of playing with it? However, most of the time there is also great pleasure in having it restored to him. Sometimes the child finds an obviously well-worn sweater that he has no recollection of ever having worn. However, now that it has been restored, it becomes his favorite sweater and he has to wear it every day.  With Christmas presents, we know there should be an attitude of thankfulness in receiving something new. However, sometimes we do not feel or show the appreciativeness that we should. Some presents become immediate favorites and we play with them until they are broken. Other presents find their way back into the cabinet and almost never see the light of day. When that happens, did we have too many things to play with or wear? Possibly, however, we should eventually come to realize that the particular gift was meant for our pleasure and we should come to appreciate and use it appropriately. Sometimes the gift slips into the back of the cabinet or dresser and is forgotten about. When that happens, it will eventually be taken to the attic to be stored away until it is brought out again well into the future.

Sometimes there are losses. What should we do with them? Once a wise coach was asked, “How do you expect your team to handle a loss?”. He responded that he did not want his team to dwell on that loss but to take it and learn from it. Is there something we did that we shouldn’t have? Is there something we didn’t do that we should have? Is there something that we could have done better? There are really two aspects for each of those questions. The first aspect is the personal reflection that goes into trying to answer them. Individuals must try to answer those questions for themselves. Those attempts can be very hard work and may not always lead to answers. The second aspect is that sometimes a coach must step in and help the individuals answer the questions. Have you ever heard the expression, “It’s as clear as the nose on your face?” For many of us, we must have a mirror to see the nose on our face. A coach or caregiver must become a mirror to help the individual see his nose.