Assignment 5

When starting an organization change you have to start with a Why Statement. It needs to speak to the heart as well as the mind with a great a sense of urgency. Simon Sinek says in his TED Talk video, "People don't buy what you do, they buy why you do it.” In order to help bring your “why” to life, you must know why you are doing what you are doing. You must have passion and drive with purpose so other people can feel your energy and you can lead by example.

In order to implement my innovation plan of using ePortfolios in Pre-K, I need to develop my path, plan, and strategies like Influencer Strategy A and B and 4DX Plan. This plan helped me derive at my WIG (Wildly Important Goal). Next, we are going to use our lead measures to make changes. Our lag measure is to get the students involved and to use their ePortfolios. The scoreboard is the most valuable component in my opinion. This represents where we are headed and where we want to go. It provides motivation and inspiration to complete our WIG. Lastly, we are going to hold each other accountable by meeting once a week to ensure we are on target. Utilizing all the research I have learned in this class, I am confident we will "win" or complete our goal with ePortfolios in Pre-K.

One of my favorite parts of this plan is the scoreboard. I know the students will love having a visual representation of what they are doing. Students at this age are "reading" pictures, so having something they can see on a regular basis will help them stay focused and help motivate them to reach their own personal goal.

Teachers are focused on their own priorities and are trying to avoid the whirlwind. After learning about the six sources of influence and seeing the “All Washed Up” video, I knew that I would need to incorporate as many sources as possible. As they mentioned in the video, you need at least four sources of influence to increase the chances of success by 10 times.

It is important to have some conversations with others. Crucial conversations are happening all day every day with many people in one day. It might be your co-worker, husband, or a student. When you are having these conversations you have to keep your emotions in check and think through your words.

In the book, Crucial Conversations (Patterson, Grenny, McMillan, & Switzler, 2012) they say there are three parts to a conversation (p.3). The parts are: opinions vary, the stakes are high, and emotions are strong.

The book also mentions that people fall into different categories (p.13). Those categories are: People who make threats or call people names, others are fuming without talking, and people who can speak openly and honestly.

I seemed to connect with the information in Chapter 7 - State my Path: How to Speak Persuasively Not Abrasively. I made a graphic (or click here for the pdf) that will help me with my upcoming conversations.

Henri Matisse said, "Creativity takes courage". When making changes you do have to be creative and a forward thinker. As I read the book, I did some personal reflection. There are 7 necessary steps. "Words do matter" (p.102). When having conversations with others about sensitive subjects, we have to choose our words carefully.

I am becoming a self-differentiated leader using the conversation skills that I have learned. First, I will create a safe environment to have a discussion. Next, I will be a role model on how to keep my emotions in check. Finally, I will keep my goal in mind during these conversations. I have to keep myself in order because I am the only one that I can control during the conversation. I need to make sure my vision is clear and know what I want from these conversations.

As a leader, I have to make sure I don't get caught up in the whirlwind and keep the conversation focused. I have to pay attention to early warning signs so I can keep things on track. I also have to keep my emotions in check. Teachers want what is best for their students, so their emotions will run high and some will be quick to anger. In order to keep things focused, we have to be respectful and show that we care. I will let the other teachers know that we are in this together and that I care about what they have to say and how they feel. When we are upset, we tend to blame others. We have to share our stories and refrain from hurting one another. I will encourage others to share their thoughts and feelings as well. I will listen to others when exploring their paths. I will consider their thoughts and opinions. With all that I have learned we will get "unstuck" and be able to move forward with the plan of ePortfolios.

In the end, people handle conversations differently. They can either avoid you, handle it poorly, or handle it well. Although, most people are not a fan of change, change is going to happen. If change is done in steps and over time, we can change our views toward change. After clarifying our why, using the influencer model and the 4DX, together we will use self-differentiated leadership and crucial conversations to move forward with positive changes for these pre-k students and their ePortfolios. By using the books, assignments, and knowledge I gained in this class, I am confident we will do what is best for the students and we will be successful.

REFERENCES

All Washed Up! (2010). Retrieved July 28, 2016, from https://youtu.be/osUwukXSd0k

Camp, J. [Mathew David Bardwell]. (2010, November 10). Friedman's theory of differentiated leadership made simple [Video file]. Retrieved from https://www.youtube.com/watch?v=RgdcljNV-Ew&feature=youtu.be

Chesney, C., Covey, S. & Huling, J.  (2012) The 4 disciplines of execution.  New York, NY: Franklin Covey Co.

Grenny, J., Patterson, K., Maxsfield, D., McMillan, R. & Switzler, A.  (2013). Influencer: The new science of leading change (2nd ed.). Provo, UT:  VitalSmarts, LLC.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A.  (2012). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.

Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action.  New York, N.Y.: Portfolio.

Sinek, S. (2014, March, 3). Start with why: Ted talk. [video file]. Retrieved from https://www.youtube.com/watch?v=IPYeCltXpxw

Discussion 5

Participate in a class discussion in which you begin by addressing the following issues/questions:

How is effective leadership an emotional process of regulating one's own anxiety?

How is the self differentiated leader equivalent to the emotional immune system of the organization?

How can emotional triangles impact your change efforts?

What does sabotage really indicate?

What are the crucial conversations you need to have to get the results you want?

Why do need a strategy to deal with conversations that have high stakes, strong emotions and differing opinions?

Discuss how using the following crucial conversations process can help you in moving your change strategy forward:

• Get unstuck

• Start with the heart
• Learn to look
• Make it safe
• Master my stories
• STATE my path
• Explore other paths
• Move to action

• What do you need to focus on more significantly in your change strategy - differentiated leadership or crucial conversations? Why?
• Or, If you see that you want to work with both ideas which strategy have chosen to work with first and why?

Please remember the list of questions are for your benefit and are intended to help you focus your thinking. We are not asking nor expect you to answer each question in your discussion--rather you should use these questions to help focus on how the insights gained through this discussion will help you to add another component to your innovation plan.

My school has had a lot of changes in the last several years.  We usually don’t keep a principal
very long until this one. The “powers that be” are always adding and taking away things, new
programs, “must haves” etc.  People are not a fan of starting new things because they know it
probably won’t stick around long. The upper grades are very overwhelmed with all they have to
do to prepare for the STAAR.  I am glad that I am not in their shoes. Everyone wants to do what
is best for the kids, but go about it in a different way.

When people have mutual respect we can have a great conversations.  There are four stages in
the book.First, see/hear - we need to get the facts, tell story (in our own head).  Sometimes we carry around stories that are not true. We have to change the stories we tell ourselves and retrace your steps.  We have to take control of the stories. Next is feel, which is to get in touch with the emotions. Then, act which is notice the behaviors.  We need to share our opinion, not try to disguise it as a fact. We also need to encourage other to share their information, even if we might disagree with them.  When talking to the other teachers, I will make them feel valued and respect their thoughts and feelings in the process. I will need a plan of action for these conversations so things don’t get out of control or side-tracked.  Sabotage indicates a good leader according to the book.

Having conversations with other teachers can be tricky.  I don’t want to overload anyone with
something new, but I do want to share what I have learned and try to get others on board.  I
have to stay focused and ignore the whirlwind around me. “Don’t get triangled” as they said
in the video.  My grandma used to say, “Misery loves company.”  I try to stay clear of negative
energy. It is not good for my health.  

Patterson, K., Grenny, J., Switzler, A., & McMillan, R. (2012). Crucial conversations: Tools for
talking when the stakes are high. New York: McGraw-Hill.

This happened today

Today was "Go Texan" day at school.  We dressed up in our western wear.  Just as we were starting class, I was presented the award for ESL Teacher of the Year for the WHOLE district!  I was in complete shock.  It is an honor to represent my district at the HAABE (Houston Area Association of Bilingual Education) luncheon in April.

Assignment 4 - Four Disciplines of Execution

My disruptive innovation plan is to use ePortfolios starting in Pre-K. The ePortfolio is an innovative way to track student progress, show their own learning, and create ownership of their work.

It is easy to get sidetracked and caught up in the whirlwind of surviving each day and trying to make it to the end of the day. I want this project to get the time it deserves and be successful. After reading, The Four Disciplines of Execution: Achieving Your Wildly Important Goals, by Chris McChesney, Sean Covey, and Jim Huling, I was able to develop a plan to focus on my WIG (Wildly Important Goal).

As a reminder, here is my Influencing Change model.

The last several weeks we have learned about making changes in our organization. The "why" you are doing something, is very important and needs to be clear so you can accomplish it. The six sources of influence are a very important factor. We also need to use the influencer strategies.

Changes are difficult but can be achieved with persistence and drive. The 4DX are the changes that help clarify what needs to be done.

First, our WIG, is our focus. Next, we are going to use our lead measures to make changes. Our lag measure is to get the students involved and to use their ePortfolios. The scoreboard is the most valuable component in my opinion. This gives a visible representation of where were are headed and were we want to go. It provides motivation and inspiration to complete our WIG. Lastly, we are going to hold each other accountable by meeting once a week to ensure we are on target. By using all that I have learned in this class, I am confident we will win with ePortfolios in Pre-K.

This is our Pre-K friendly scoreboard. They each know their numbers and can put a sticker in the box each time they complete an assigned task. We will reach the goal of 10, there will be a reward or celebration. Once we complete the chart, we can print another one and proceed with the new chart. This will help motivate and inspire them to complete their assignment. We use a lots of visuals in pre-k, which help them build pre-reading skills.

We will use the 4DX and the Five Stages of Change to achieve our WIG. We want Pre-K students to use their ePortfolios at least once a week to showcase their work, explore opportunities, and find their educational voice. Change happens over time and can be done if we are focused on our WIG. The five stages of change by Covey, McChesney, and Huling (2012) are included in the infographic.

When we compare the Influencer and the 4DX. The WIG and the results are similar. This helps us stay focused on where we are headed. We want these energetic four and five year old pre-k students to use their ePortfolios. Both of these work together to help us be successful. One will address the emotional, personal, and social side while the other addresses the process of stages. The idea of setting small goals is more appealing. The scoreboard keeps people accountable for what is happening.

References

Chesney, C., Covey, S. & Huling, J. (2012) The 4 disciplines of execution: Achieving your wildly important goal. New York, NY: Franklin Covey Co.

Covey, F. (2012, March 09). Goal setting. [Video] retrieved from https://youtu.be/SbUy290KbTA

Grenny, J., Patterson, K., Maxsfield, D., McMillan, R. & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). Provo, UT: VitalSmarts, LLC.

Discussion 4

Participate in a class discussion in which you begin by addressing the following issues/
questions:
Why is the Whirlwind (or the Day Job) such a significant factor in limiting strategy execution?

How does 4DX recommend you compensate for the whirlwind?

How many goals should a team focus on and why?

What is the difference between lead and lag measures and why do we wrongly pay more
attention to lag measures?

What are the 4 rules of creating a compelling scoreboard and why are they significant?

What is the most important factor for moral? Why?

How does Key Questions of the WIG meeting help drive the process of execution or drive the lead measures into the whirlwind?

Please remember the list of questions are for your benefit and are intended to help you 

focus your thinking. We are not asking nor expect you to answer each question in your
discussion--rather you should use these questions to help focus on how the insights gained
through this discussion will help you to add another component to your innovation plan.

This innovation plan is counting as part of our technology time.  We have a technology center in
the class, so the students who are doing the pilot program use this time to do their “project”.  
The others in the class are starting to catch on and they want a “project” too. It is cute how the
others are becoming curious about what is happening.

As for the scoreboard, right now I was thinking about making a Google Spreadsheet with names
and leave a space for the item.  Then we could fill that in as we go. The students would get a
sticker in the box when they completed their tasks. The students in the pilot program are
competitive and I know it would help them stay on track.  It is cute to watch them interact and
see what each other are doing. They want to watch each other, check each other, and see if
they did it right.

I feel like my life is a whirlwind most of the day.  I have to make a list of what needs to be done
and I am always adding more to it than I am taking off  of it. I feel like I am being pulled in many
different directions with all that is happening in the world around me.  I take on too many things
and try to do too many projects at one time. This year I have decided to say no to people, which
is difficult.  They seem to only understand what they want and need, and don’t realize that
people have lives and you never know what is going on in people’s lives and how it affects
their day to day thoughts, feelings, and other aspects of their life.  

My personal WIG is this class and finishing my goal - the degree.  It is interesting that is says that
we need a scoreboard because I made myself one for this class and I have been updating it each
time we finish a class.  I am focused on what needs to be done to complete this goal. I made the
promise to my dad before he passed and I am determined to keep my promise.

I try to focus on one day at a time because I get overwhelmed with these little four year
olds.  It is crazy how different it is from teaching kindergarten. I like to do my lesson
plans a little in advance and sometimes this works.  Sometimes we plan units
(which are 3 weeks usually).

REFERENCES:

FranklinCovey. (2012, April 19). Executive overview of the 4 disciplines of execution [Video file]. Retrieved from https://www.youtube.com/watch?v=EZR2Ixm0QQE

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill.

McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: Achieving your wildly important goals. New York: Free Press.

Assignment 3 - Influencer Strategy - Part A and B

The power of influences can be either positive or negative.

Are you easily influenced?  Do you have an open mind to new things?

I am in the process on implementing my disruptive innovation plan and using my call to action video.

I want to make some changes in pre-k to help students build a foundation in the way they use

technology to enhance their learning.  I want them to take pride and ownership of their learning

as well as learn from their learning.

The Influencer Model is an important tool when making changes and wanting to influence
people to do something new.  

First, I decided what my results would be during this change.  My goal is for students to use
an ePortfolio as a foundational learning tool to showcase their creativity, explore opportunities,
and find their educational voice.  The next step was to create three vital behaviors that would
help us reach our goal. Next, I needed a way to measure what we are doing in the class and
help us fix any issues that may occur.  Lastly, I had to consider who would be the influencers.

I used the six sources of influence to help influence my team.  I am targeting motivation and
ability in three specific areas: personal, social, and structural.  In the chart below, I am using
different approaches to the different areas to help increase the chances of success.  In the,
“All Washed Up” video inserted below, they mentioned you need at least four sources of
influence to increase the chances of success by 10 times.  

The video is a great to way see the six sources of influence in action.  It clearly points out,

the more influences you have to help your case, the better.

References

​All Washed Up! (2010). Retrieved July 28, 2016, from https://youtu.be/osUwukXSd0k

Dweck, Carol., (2008) Mindset: the new psychology of success, New York: Ballantine Books

FranklinCovey. (2012, April 19). Executive overview of the 4 disciplines of execution [Video file].
Retrieved from https://www.youtube.com/watch?v=EZR2Ixm0QQE

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The
new science of leading change: 2nd ed. New York: McGraw-Hill Education.

Influencer Badge [Digital image]. (n.d.). Retrieved July 28, 2016, from
http://www.bryankramer.com/wp-content/uploads/2015/06/influencer_badge1.jpg

McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: Achieving
your wildly important goals. New York: Free Press.