Why Should a Leader Grow?

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Teamwork

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Forming-Storming-Norming-Performing

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Chose or Lose

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Assignment 4 – Option 1 or Option 2

This post should be related in some fashion to chapters 7 & 8 in Lussier and the readings found in Fullan for that module.

Pareto Principle – 80 – 20

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Urgency and Importance – Setting Priorities

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Power from the Organizational Perspective

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Kim Carson Assignmnet 3 option 1 or 2

Kimberly R. Rothwell-Carson
EDUC 8021
Educational Leadership
Dr. Sivula
November 2, 2008

Effective communication: a motivational skill for principals

Communication is an important aspect of leadership.  Communication is the process of conveying information and meaning (Lussier & Achua, 2007).    It is a major competency of an effective leader.  Communication is an important factor in motivating others.  The ability to motivate others is another skill of an effective leader.
Ethical leaders with integrity will use open and honest communication (Lussier & Achua, 2007). In Stephen Covey’s book, The 7 Habits of Highly Effective People, the fifth habit is all about communication.  In discussing this fifth habit, Covey maintains that people diagnose before they prescribe in communication. ‘People do not attempt to deeply understand the problem first’ (Covey, 237). Seeking first to understand is the key to interpersonal communication. He continues by looking at communication through the character ethic.  He states that ‘the real key to your influence with me is your example, your actual conduct’ (Covey, 238).  If people do not trust your character, they cannot understand you, which limits their ability to be influenced by your advice.
What does a principal need to do in order to assure that he or she is an effective communicator?  Certainly, learning from the work of Covey and developing an effective style of communication is important.  This communication needs to be authentic. Authentic communication can be a motivator for faculty.  If you want the faculty to take on leadership and responsibility you must empower them to do so (Quay & Quaglia, 2005).  As a principal, it will be important to understand the faculty members and affirm their feelings and ideas as well as validate them in order to show appreciation. (Covey, 2004). Showing faculty how you came to decisions and actions is important as it will increase creditability (Covey, 2004; Quay & Quaglia, 2005).  This creditability will support authentic communication, which can motivate faculty and create an effective learning environment for all.

Covey, S. R. (2004). The 7 habits of highly effective people. New York: Free
Press.

Lussier, R.N. & Achua, C.F. (2007). Leadership: theory, application, skill
development ( 3 ed.). Ohio: South-Western Cengage Learning.

Quay, S. A. & Quaglia, R. L. (2005). Eight ways to motivate your staff [electronic
version]. Principal, 83(3), 40-42.

Constructive Criticism: an Oxymoron?

 ohn Ribeiro

     After reading Chapter 6; Communication, Coaching, and Conflict Skills (Lussier &Achua, 2007) the phrase constructive criticism took on a new connotation.

     This following sentence allowed me to rethink about a phrase that I often used without thinking about its actual meaning. “Criticism must be avoided at all costs, there is no such thing as constructive criticism; all criticism is destructive” (Falvey, 1982). If one wants to support another person that is perceived as being constructive but criticism does the opposite.

     How could the phrase, which has an oxymoronic tone, be used repeatedly without thinking about its true meaning? Has it become a cliché in our culture?

     What is constructive criticism? One definition states, “Criticism or advice that is useful and intended to help or improve something, often with an offer of possible solutions” (The Webster’s New Millennium™ Dictionary of English). When you closely analyze this definition the words criticism and advice seem to be at opposite points of the spectrum, both polarizing from a positive or negative perspective. Some words that become synonymous for advice are recommendation, counsel, suggestion, guidance and opinion all terms that reflect a guiding positive frame; for criticism some synonyms are censure, disapproval, disparagement and denigration. This definition of the phrase is as contradictory as the phrase itself.

     There are different types of criticism; placing blame, embarrassment and focusing on the person are some of them which are rarely effective (Lussier & Achua, p. 217-218). Criticism is the process of pointing out errors that a person does (p. 216). It is used in a negative fashion where the person who receives the criticism may become defensive, embarrassed and a damaged self-concept (p. 216).

     There is an abundance of websites related to this topic. Most of these sites address effective ways to give and accept constructive criticism. There is a site that gives steps in providing “Good Constructive Criticism”, again what is good about criticism? Is there such a thing as bad constructive criticism?

     In the sandwich approach (Lussier & Achua, p.216) both praise and criticism is given at the same time but even though one is told several good things about himself/herself, the one negative thing will be the one remembered. Perhaps as we think about the respectful approaches we should use to support others we should also be mindful of the terminology we use.

 

 

 

References

 

Constructive criticism. (n.d.). Webster’s New Millennium™ Dictionary of English, Preview Edition (v 0.9.7). Retrieved November 04, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/constructive criticism

 

 

Falvey, J.,To raise productivity, try saying thank you. (December 6, 1982). The Wall Street Journal, p. B1.

 

 

Lussier, R. N. & Achua, C.F. (2007). Leadership, theory, application, skill development (3^rd ed.) Mason, OH: Thompson Publishing.