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Creating environments where colleagues have an opportunity to achieve excellence was the focus of Monday’s What’s Right post (see “Treat employees like they make a difference and they will”). We measure how well school and district leaders do this with Employee Engagement and District Support Services surveys. We measure how well we do this within our division, Studer Education, each quarter; below highlights a few items (scale is 1 to 5) associated with reward and recognition:


Select colleague comments related to these items, to how well our leader “treats us like we make a difference,” and to how we perceive our leader and colleagues are engaged with us in our work include:

Recognition is given for doing the extra that helps us achieve our goals but more importantly helps our partners (TeacherReady® aspiring teachers and Evidence-Based Leadership K12 partnering school systems) reach the highest level of accomplishment.

Our leader and team have shown a commitment to hardwire this in our division.

Consistent encouragement. Wins are celebrated by everyone: senior leader, other leaders, colleagues…

As we increase the size of our team, it is important… to model our expectations… We are all vested in the success of each member of our team.

Creating environments where colleagues are inspired to achieve excellence is challenging given the influence of an evolving external environment. One thing we do, in addition to our quarterly measures of reward and recognition, is progress monitor weekly on 90 day / quarterly goals. Any connection between engagement metrics (via reward and recognition) and focus on excellence as measured by completion/movement of 90 day goals? In 2Q our team had eighteen quarterly goals; thirteen (72%) were completed and significant progress/movement was made for the remaining five. Engaged leader? Yes. Engaged team? Yes. So, what’s the point, that is, what’s the why?

Today’s leaders and today’s workplaces, more than simply creating environments where colleagues have an opportunity to achieve excellence, are challenged to improve performance and to sustain levels of high performance. Improving and sustaining performance excellence begins with a focus on effectiveness and efficiency at all levels of the workforce and across all operations of the organization. This is employee engagement. This is our work with school districts… and today’s post is one example of how we practice it—how we are engaged—in our own work every day.




Join us August 6 in Chicago, IL, for What’s Right in Education for the keynote address “Driving Excellent Organizational Performance” by Quint Studer, Founder of Studer Group and best-selling author and international speaker. Learn about Evidence-Based Leadership℠ and creating a culture of execution that empowers organizations to move quickly and effectively, driving performance. Want more information about What’s Right in Education – Chicago? Check out the interactive agenda. Contact Dr. Melissa Matarazzo at contact@eblk12.com to request complimentary attendance.

Our mission at Studer Education is to help education systems achieve measurable results that produce positive outcomes in student achievement, employee engagement, support services, and financial efficiencies and productivity. The goal of our work with school districts and leaders is to provide students with a great place to learn, teachers with a great place to teach, and parents with confidence that their children are getting a great education. Visit us online at http://studereducation.com. Studer Education is a division of Studer Group, ranked for the sixth straight year on the Best Small and Medium Workplaces by Great Place to Work® and a recipient of the 2010 Malcolm Baldrige National Quality Award.