Santa Rosa
County School
District
Leadership
Development Institute
(LDI)
February 7th and 8th, 2011
Nine Principles
®
Commit to
excellence
Build individual
accountability
Measure the
important things
Align behaviors
with goals and values
Build a culture
around service
Communicate
at all levels
Create and develop
great leaders
Recognize and
reward success
Focus on employee
satisfaction
Alignment Chart
See handout
Reporting from Principals on Rounding
Danny Carnley, Jay Elementary School
Victor Lowrimore, Woodlawn Beach Middle School
Making
Excellence Stick
Assessing Excellence
10 Questions to ask yourself if you are getting
inconsistent results and/or behavior is not
hardwired.
Behavior/Skill being evaluated: Leader Rounding
Reflective Question 1: Rounding Process
Have you set clear and
EXCELLENT targets for
applying the leader
rounding process?
Reflective Question 2: Rounding Process
Was education provided to all
involved on what the
expected behavior for leader
rounding was…….and have
we over-communicated the
WHY?
1. Why do we do leader rounding with
employees?
2. What does the leader rounding process
look like?
3. What are the requirements to effectively
apply the process?
Reflective Question 3: Rounding Process
Has leadership communicated that
leader rounding behavior is
MANDATORY; not OPTIONAL?
1. When you hear the word “expected” do you think
you must or should?
2. When you hear the word “required” do you think
you must or should?
3. When you hear the word “mandatory” do you think
you must or should?
What People Hear and Think
Mandatory: When people hear the word,
“mandatory” 98% think “MUST”
Required: When people hear the word,
“required”, 69% think “MUST”
Expected: When people hear the word,
“expected”, 26% think “MUST”
So…..
Has leadership communicated
that leader rounding is
MANDATORY; not OPTIONAL?
Reflective Question 4: Rounding Process
Is leader rounding being role modeled by
leadership?
Expectation:
• Superintendent rounds on direct reports (stoplight
report to them)
• District leaders round on direct reports (stoplight
report to them)
• School leaders round on teachers and staff directly
reporting to them (stoplight report to them)
Reflective Question 5: Rounding Process
Has leader rounding been
practiced using role-play?
Have we checked
competency?
Self Assessment
See handout
Are leaders giving positive
feedback when they see
leader rounding being
done correctly?
Reflective Question 6: Rounding Process
Are we measuring for success?
Verifying?
Expectations:
Superintendent verifies direct reports are rounding
District leaders verify direct reports are rounding
What do we do when we verify?
Ask, what did you learn from your employees when you
rounded last week?
How are you gauging your ability to engage employees
in their work environment?
Reflective Question 7: Rounding Process
Are the results of the
verification being reported
transparently?
Reflective Question 8: Rounding Process
Are leaders giving positive
feedback when they see
the leader rounding being
done correctly?
Reflective Question 9: Rounding Process
Are we correcting poor
performance quickly and
on-the-spot if necessary?
Reflective Question 10: Rounding Process
Are there consequences for
non-compliance?
High, Middle,
Low Performers
We have learned that the reluctance
to address low/sub-par
performance keeps an organization
from being the best.
Quint Studer
Impact of highmiddlelow®
Beds = 303, Admissions = 17,486, Employees = 2500
Measure
Before highmiddlelow®
After highmiddlelow®
Employee satisfaction
Month before - 65
6 months after - 81
Inpatient satisfaction
2 months before - 74
4 months after - 87
Outpatient satisfaction
2 months before - 86
4 months after – 98
Beds=357, Admissions = 15,995, employees=1,788
Measure
Before highmiddlelow®
Inpatient satisfaction
1st Quarter - 61
After highmiddlelow®
4th Quarter - 91
Outpatient satisfaction
1st Quarter - 45
4th Quarter - 69
ED satisfaction
1st Quarter - 50
4th Quarter - 83
On a scale of 1-10 …
• Where would you rank in how value driven
you are as an organization?
On a scale of 1-10 …
• Where would you rank in dealing with
performance issues?
Focus Groups on Teacher Evaluation
Conversations with Teachers
Performance Curve
L
8%
M
58%
H
34%
High, Middle and Low Performer
H
M
L
The Gap becomes more evident
H
Hoping that:
More time will help
H
M
L
M
Gap is
uncomfortable
L
More attention will help
More focus will help
A transfer will help
They will leave
The Gap is Intolerable
H
H
H
M
M
M
Gap is
uncomfortable
L
L
Gap is
Intolerable
L
The
Wall
Results Decline (look familiar?)
H
H
H
M
L
M
Gap is
uncomfortable
L
M
Gap is
intolerable
H
M
Results
Decline
L
L
The
Wall
Over the Wall
H
M
H
H
H
M
L
M
Gap is
uncomfortable
L
M
Gap is
intolerable
L
The
Wall
Blog about High Performers
Handout
Moving the High Performers
GAP
L
M
Performance
H
Definition of High Performer
Definition








Comes to work on time
Good attitude
Problem solves
You relax when they are scheduled
Good influence
Use of peer interviews
Pillar ownership
Brings solutions
H
Professionalism
Adheres to policies concerning breaks, personal phone calls,
leaving the work area, and other absences from work.
Teamwork
Demonstrates high commitment to making things better for their
team and organization as a whole.
Knowledge & Competence
Eager to change for the good of the organization. Strives for
continuous professional development.
Communication
Consistently communicates organizational. Does not create
we/they. Provides frequent feedback to staff.
Safety Awareness
Demonstrates the behaviors of safety awareness in all
aspects of work.
High Performance Conversation (Key words)
Tell them where the organization is going
Thank them for their work
Outline why they are so important
Ask if there is anything you can do for them
Role Play
Moving the Middle Performers
GAP
L
M
Performance
H
Definition of Middle Performer
Definition






Good attendance
Loyal most of time
Influenced by high and low performer
Wants to do a good job
Could just need more experience
Helps manager be aware of problems
M
Professionalism
Usually adheres to policies concerning breaks, personal phone
calls, leaving the work area, and other absences from work.
Teamwork
Committed to improving performance of their team and
organization. May require coaching to fully execute.
Knowledge & Competence
Invested in own professional developments. May require some
coaching to fully execute.
Communication
Usually communicates organizational information. Occasionally
uses we/they language. Provides some feedback to staff.
Safety Awareness
Demonstrates the behaviors of safety awareness in all
aspects of work.
Middle Performance Conversation (Key words)
Reassure individual goal is to retain
S : Support
Describe good qualities – calm down their anxiety
C : Coach
Cover development opportunity
S : Support
Reaffirm good qualities
Role Play
Clear Expectations for Low Performers
GAP
L
M
Performance
H
Definition of Low Performer
Definition






Points out problems in a negative way
Positions leadership poorly
Master of “We/They”
Passive aggressive
Thinks they will outlast the leader
Says manager is the problem
L
Professionalism
Does not communicate effectively about absences from work.
Handles personal phone calls in a manner that interferes with
work. Breaks last longer than allowed.
Teamwork
Demonstrates little commitment to their team and the
organization.
Knowledge & Competence
Shows little interest in improving own performance or the
performance of the organization. Develops professional skills
only when asked.
Communication
Does not communicate organizational information. Uses
language to create we/they culture. Does not provide feedback.
Safety Awareness
Performs work with little regard to the behaviors of safety
awareness.
80% time
spent on
5% Employees
Low Performance Conversation (Key words)
Do not start meeting on a positive note
D : Describe
Describe what has been observed.
E : Evaluate
Evaluate how you feel.
S : Show
Show what needs to be done.
K : Know
Know consequences of continued same performance.
Follow up
Sample
Ms. Heinz – How to Lead Teachers to Become
Great – Chapter 1
High, Middle, Low
ACTIVITY HANDOUT
Improved Operational Performance Across
the Board
NEW
OLD
Performance
Making
Excellence Stick
10 Self Reflection
Questions
10 Reflective Questions for HML Conversations
1. Have you set clear and EXCELLENT targets for HML conversations?
2. Was education provided to all involved on what the expected HML
conversations was…….and have we over-communicated the WHY?
3. Has leadership communicated that HML conversations are MANDATORY; not
OPTIONAL?
4. Are HML conversations being role modeled by leadership?
Has HML conversations been practiced using role-play? Have we checked
competency?
6. Are we measuring for success? Verifying?
7. Are the results of the verification being reported transparently?
8. Are leaders giving positive feedback when they see HML conversations being
done correctly?
9. Are we correcting poor performance quickly and on-the-spot if necessary?
10. Are there consequences for non-compliance?
5.