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The third influential success factor emerging as the most influential in executive leaders success in high-performing organizations is leader development. Each organization invested heavily in training. Every one of these organizations provided more than 60 hours a year in leadership and management development training. It was mandatory for everyone in a supervisory role, without exception. Leadership development is priority one; here’s an example from the School District of Janesville, Wisconsin.
As part of the Evidence-Based Leadership framework, we recommend that superintendents hold Leadership Development Institutes (LDIs) to develop all leaders and to engage teams of leaders to plan the curriculum. The School District of Janesville in Janesville, Wisconsin, under the leadership of superintendent Karen Schulte, committed to holding four LDIs each year.
The LDIs are planned by leadership teams that may include a curriculum team (during the event), linkage team (continuous learning from one event to the next), logistics team (event planning and setup), and social team (integrating relationship-building learning events into the day). The superintendent provides direction and begins each institute by presenting a current state address.
School districts can and must put all their leaders in one room. Superintendent Schulte creates a “win-win” situation to do this. She schedules teams of teacher leaders (who could be the next generation of principals) to provide fill-in leadership to schools so that principals and assistant principals can attend LDIs.
Subsequent posts in this “High-Performing Organization” series will provide examples of how the Organization Change Processes study results transfer to high-performing superintendent behaviors. “Follow” us to receive the next post where we highlight Leadership Development Institutes.
Part 1 outlined the most influential factors driving high-performance in organizations. These evidenced-based research factors, when applied by leaders, drive positive outcomes and continuous improvement processes. Read Part 1 here.
Part 2 highlighted Dr. Pat Greco, Superintendent of the School District of Menomonee Falls (WI). Read Part 2 here.
Part 3 highlighted Superintendent Tim Wyrosdick of the Santa Rosa County School District (FL). Read Part 3 here.
Maximize Performance: Creating a Culture for Educational Excellence by Quint Studer and Janet Pilcher will help education leaders engage in systematic reviews to diagnose, apply, assess, and validate the execution of strategies across school, department, and school system levels. Learn more about Maximize Performance at http://www.studereducation.com/MP. Follow the authors on Twitter using @quint_studer and @janetpilcher and join them in Washington, D.C., for dinner.
Studer Group. 2005. Organizational Change Processes in High-Performing Organizations: In-Depth Case Studies with Healthcare Facilities. Gulf Breeze, FL: Alliance for Healthcare Research.
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. Our goal is to help school systems 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. Follow us on Twitter at @StuderEducation and visit us online at http://studereducation.com. Studer Education is a division of Studer Group, ranked for the seventh 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.