Leadership in Vision and Change: Project

1. Leadership in Vision and Change: Project Carissa Bengtson

2. Interview with an Administrator • Subject: Mr. Lee Ridge • Site: Buckeye Middle School • Date September 2013

3. Scope of the Problem • In this case, he admits he created the problem and then had to solve the problem: • “I popped off a memo to my yard duties based on a complaint from a staff member. The yard duties felt that I was telling them they were doing a poor job, dictating policy, and not taking into account their experience and feelings. There was an uproar among  the 7 yard duty staff members to the point that they were ready to walk off the job.” • While that was not his intent, they were right.

4. Decision-Making Process Used • The first thing that had to happen was an evaluation of what the problem really was. He talked to people who had a better sense of the history of the structure that was in place prior to his coming and what the relationship of the yard duties have with each other and the members of the staff. He evaluated the memo he wrote and saw it through their eyes. • (All of this should have been done before he acted in the first place). • Then with his principal he gamed out a plan to solve the issue.​ This included talking with the yard duties, apologizing for his lack of collaboration with them and then starting the process that should have happened in the first place. He then made a personal plan to interact and support the yard duties as each day in his interaction on both a professional and personal level

5. People Involved in the Decision-Making Process • ​  The principal, himself, and the yard duty staff.​

6. People Affected by the Decision • Really, all staff members and all the students.​

7. Limitations Affecting a Possible Solution • The only viable solution was to "mend the fences" with the yard duties. • “I could not change schedule, staffing numbers, logistical issues, personalities, or tools.​”

8. Impact of Decision on School, Students, Programs, Personnel, or Parents • The decision to act or not would have major impacts on students and staff if he could not get the yard duties working smoothly. If we lost a sense of structure and control among the students then we would not be able to have manage the 2 hour lunch sequence we go through each day.

9. What Could Have Been Done Differently? • There are two things that stand out: • First, it would have been helpful to begin by having a conversation with the particular staff member who voiced the complaint. Much information is left out when the medium of communication is email. Through first meeting with the complainant, any necessary information would have been revealed. • Second, it is better to meet with the monitors as a group. Sending off a memo is detached and does not convey an interest in their feelings. Meeting with them, however, helps articulate that the administrator is concerned not only for the task/issue at hand, but also in maintaining positive relationships and a good working atmosphere.

10. The Problem • The problem is really a misstep in communication. A teacher had a complaint regarding how the monitors were performing and submitted the complaint to the administrator. This is not outside the realm of what happens within the school setting. The problem is what happened next.

11. Flawed Communication • In terms of leading people, there are two factors at hand. First, there must be task management, in which job performance is observed and evaluated. This performance is required for effectiveness. Second, personal relationships are important. When there are strong personal relationships, then there is likely a better working atmosphere and increased effectiveness. • In this scenario, the personal relationship was tested when the communication failed to provide the campus monitors with the personal support while gently correcting, if necessary, the flawed performance. • In terms of situational leadership, the monitors are willing and able to do their jobs, and should therefore be treated with low-task and high-relationship leadership. This means that positive communication, and the methods thereof, must be present.

12. What Would I Do? • My first step would have been to spend time, perhaps a day or two, observing the campus monitors informally. This would provide me with the opportunity to see what perhaps the teacher saw. • After the day (or two) has passed, I would schedule time to meet with the complaining teacher. In my opinion, this gives the teacher time to consider the situation. Perhaps the email was sent to the administrator in the heat of the moment and was an overreaction. After meeting with the teacher, I would have a good idea of the problem and what specifically I need to communicate to the campus monitors. • My third step is to meet with the monitors. Sending a memo is inappropriate and the information does not need to be communicated in writing if it is not severe or persistent. Meeting with the monitors provides me with a change to have true communication with them in which they can voice their concerns and I can hear them. This is essential in keeping a positive relationship with them and meeting their needs.