Spring 2016 Illinois ASBO update

LEADERSHIP ISSUE / SPRING 2016

update

INDISPENSABLE TOOL for SCHOOL BUSINESS MANAGEMENT

Seeing Beyond the Trees

Inspiring

a Shared Vision

Visionary Leadership 30 | Influence That Moves Mountains 40 | How to Be an Effective Mentor

ASBO nnual ON Conference THURSDAY,

MAY 5, THE ANNUAL CONFERENCE OFFERS TWO TRACKS DESIGNED SPECIFICALLY IONAL EXCEPTIONAL FOR TWO INDISPENSABLE BROLES O A S B O WITHIN YOUR DISTRICT!

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This exceptional day will include making connections at the PDC Networking Meeting, the chance to attend five professional development sessions, time exploring the School Business Solutions Marketplace and more!

Learn more about these opportunities at: www.iasbo.tools/exceptional2016

INSIDE

Illinois Association of School Business Officials UPDATE Magazine / Spring 2016 / v.23 / i.03

LEADERSHIP ISSUE

INNOVATIONISSUE ISSUE//SUMMER SUMMER2014 2016 OPERATIONS

INDISPENSABLE TOOL for SCHOOL BUSINESS MANAGEMENT

T HE TION OV AUE N IN S S I

Inspiring

THE NEXT ISSUE: INNOVATION

a Shared Vision

Reinventing the business of education.

When Deerfield Public SD 109 transformed their wordy mission statement into three powerful words, they ignited the district with purpose, pride and passion — from board members to parents, teachers and students.

24

Cover Story by Michael Lubelfeld, Ed.D. and Greg Himebaugh, CSBO

LOOKING FOR PAST ISSUES? Visit ISSUU.com and search for Illinois ASBO.

Helping Others Break Through the Leadership Barrier

If we want to make strong organizations with productive teams, we will look for ways to help everyone in our organizations raise their leadership I.Q.

By Craig T. Collins

14

www.iasbo.org

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PERSPECTIVE

FROM-THE-PODIUM Engaging Your Leadership Development. 07

FROM-THE-OFFICE Visionary Leadership: It Starts with Leading Yourself. 09

FROM-THE-FIELD Becoming a True Leader. 11 While there are many factors outside of your control, you can proactively plan for success in your new job.

By Seth Chapman and Eric M. Miller PATH -TO- SUCCESS Top Ten Tip Relationship Building Tips for New SBOs. 18

SCHOOL BUSINESS 101 Biggest Leadership Challenges: Efficient Operations, Mentoring, Evaluation and Collaboration. 19

INFLUENCE THAT MOVES MOUNTAINS By better understanding your own personality type and that of others, you can use your influence as a leader to help others reach new heights.

By Susan P. Bertrand, MBA, CAE

Answering this question requires some introspective thinking and a commitment to personal values.

By Michael A. Jacoby, Ed.D., SFO, CAE

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UPDATE Magazine / Spring 2016

20 30 34

A CULTURE OF LEADERSHIP

RESOURCES

How can seasoned leaders help bring up the next generation? Now 20 years into her career at DLA Architects, Carrie recognizes that her leadership training began the first day she walked through the door.

By Carrie L. Matlock, AIA, LEED ÂŽ AP, BD+C

Effective mentoring is much more than advising or coaching. It not only requires subject matter knowledge, but also a true commitment to the mentee’s growth and development.

By Ann C. Williams, Ed.D., SFO

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ON MY LIST Leadership Starts with Why.

43

The Final Word Wendy J. Flaherty Dir./Finance & Operations Schiller Park SD 81 Wendy sees the unique leadership role of school business official as being a partner and trusted resource to the superintendent. The school business official juggles the vision and goals of the superintendent and board with the financial constraints of the district.

46

INSPIRE A SHARED VISION: Resources to help you motivate others, manage transitions and assess your personal ethics.

44 www.iasbo.org

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THE

MAGA ZINE Illinois Association of School Business Officials

CALENDAR OF

Northern Illinois University, IA-103 108 Carroll Avenue DeKalb, IL 60115-2829 P: (815) 753-1276 / F: (815) 516-0184 / www.iasbo.org

EVENTS

UPDATE Editorial Advisory Board

Check out www.iasbo.org or the latest Calendar of Events included in the UPDATE mailing for full seminar listings including location and PDC sponsorship and register for professional development today.

March 2016 June 2014

April 2016

S 28 6 13 20 27 3

S 27 3 10 17 24 1

M T W T F S 29 1 2 3 4 5 7 8 9 10 11 12 14 15 16 17 18 19 21 22 23 24 25 26 28 29 30 31 1 2 4 5 6 7 8 9

Date

M 28 4 11 18 25 2

T 29 5 12 19 26 3

Time

W 30 6 13 20 27 4

T F S 31 1 2 7 8 9 14 15 16 21 22 23 28 29 30 5 6 7

May 2016

June 2016

S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11

S 29 5 12 19 26 3

Event

M 30 6 13 20 27 4

T W T F S 31 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 1 2 5 6 7 8 9

Location

8:30am

ISDLAF+ School Finance Seminar: Collective Bargaining Symposium

Naperville

3/9/16

8:30am

ISDLAF+ School Finance Seminar: Collective Bargaining Symposium

East Peoria

3/9/16

7:30am

The Administrator's Role in Collective Bargaining - AAC #809

3/9/16

8:30am

Leadership Identity/MBTI

Naperville

3/9/16

8:00am

Facilities Professionals Conference

Naperville

3/10/16

8:30am

ISDLAF+ School Finance Seminar: Collective Bargaining Symposium

3/11/16

8:00am

18th Annual Risk Management Seminar AAC #1283

Naperville

3/18/16

8:30am

Bookkeepers Conference

Naperville

4/11-14/16

7:30am

CPMM Facilities Certification Training & Exam

3/8/16

O'Fallon

O'Fallon

TBD

5/3/16

11:00am 2016 Legacy Project at Clearbrook

5/3/16

8:00am

The Administrator's Role in Collective Bargaining - AAC #809

Schaumburg

5/3/16

8:00am

2016 Illinois ASBO Foundation Golf Outing

Schaumburg

5/3/16

6:00pm

SAAC Sponsored Tuesday Night Hospitality Chandler's Chop House

Schaumburg

5/4-6/16

8:00am

65th Annual Conference & Exhibitions

Schaumburg

7/19/16

8:30am

ISDLAF+ School Finance Seminar: Best Practices

Naperville

7/20/16

8:30am

ISDLAF+ School Finance Seminar: Best Practices

East Peoria

7/21/16

8:30am

ISDLAF+ School Finance Seminar: Best Practices

8/5/15

8:00am

NextGen SBO Summit

9/14/16

8:00am

Leadership Expressions/FIRO-b

9/23-26/16

8:00am

ASBO International Annual Meeting & Expo

10/7/16

9:00am

PDC Networking Meeting

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UPDATE Magazine / Spring 2016

Schaumburg

O'Fallon Naperville TBD Phoenix, AZ Downers Grove

PDC MEMBERS Catherine H. Chang Ancillary Services Kristopher P. Monn Educational Enterprise Scott Gaunky Facility Management Yasmine Dada Financial Resource Management Eric DePorter Human Resource Management Kevin L. Dale Information Management Janet L. Fisher Materials & Services Management Patrick S. Browne Sustainability BOARD & EXTERNAL RELATIONS MEMBERS Susan L. Harkin President Audra Scharf SAAC Chair AT-LARGE MEMBERS Seth Chapman Comm. Unit Sch. Dist. 303 Anton Inglese Batavia USD 101 John A. Gibson Homewood SD 153 Dean M. Langdon Illinois Association of School Boards Eric Miller Glenview SD 34 Paul O'Malley Norridge SD 80 STAFF MEMBERS Michael Jacoby Executive Director / CEO (815) 753-9366, mjacoby@iasbo.org Susan P. Bertrand Deputy Executive Director / COO (815) 753-9368, sbertrand@iasbo.org Rebekah L. Weidner Senior Copywriter (815) 753-9270, rweidner@iasbo.org Tammy Curry Senior Graphic Designer (815) 753-9393, tcurry@iasbo.org John Curry Graphic Designer (815) 753-7654, jcurry@iasbo.org Zach Hildebrand Marketing Assistant (815) 753-9371, zhildebrand@iasbo.org

Illinois ASBO Board of Directors Susan L. Harkin President Jennifer J. Hermes President-Elect David H. Hill Treasurer Nelson W. Gray Immediate Past President 2013–16 Board of Directors Dean L. Gerdes, Cathy L. Johnson, Lyndl A. Schuster 2014–17 Board of Directors Barry Bolek, Dean T. Romano, Paul Starck-King 2015–18 Board of Directors Mark W. Altmayer, Julie-Ann C. Fuchs, Eric M. Miller

Illinois ASBO Board Liaisons

Audra Scharf Service Associate Advisory Committee Chair Stephen Chassee Service Associate Advisory Committee Vice Chair Terrie S. Simmons ASBO International Liaison Deborah I. Vespa ISBE Board Liaison Perry Hill IASB Board Liaison Paul McMahon Regional Superintendent Liaison Calvin C. Jackson Legislative Liaison

Privacy Policy

All materials contained within this publication are protected by United States copyright law and may not be reproduced, distributed, displayed or published without the prior written permission of the Illinois Association of School Business Officials.

You may not alter or remove any trademark, copyright or other notice from copies of the content.

References, authorship or information provided by parties other than that which is owned by the Illinois Association of School Business Officials are offered as a service to readers. The editorial staff of the Illinois Association of School Business Officials was not involved in their production and is not responsible for their content.

PERSPECTIVE / Board President

FROM–THE–PODIUM Engaging in Your Leadership Development This month’s UPDATE focuses on a topic near and dear to my heart: Leadership. As I entered the Chief School Business Official (CSBO) ranks, no schooling prepared me for the art of leadership. Yet, much of our individual success hinges on our ability to be effective leaders. I hope this issue of the UPDATE provides you with some exceptional resources to help you be a highly effective leader in your role.

I have heard it said that you either have leadership qualities or you don’t, but I believe you can develop your leadership skills through hard work. If you feel that your leadership qualities have improved over time, please read the article “Five Keys to Being an Effective Mentor” so you can help develop another leader in our profession. If you are new to the school business arena or will be taking on a new role in the future, “The First 100 Days” can be an exceptional resource to help you step off on the right leadership foot as you enter your new position.

Susan L. Harkin CHIEF FINANCIAL OFFICER COMM. UNIT SCH. DIST. 300

SIMPLY SAYING

I have heard it said that you either have leadership qualities or you don’t, but I believe you can develop your leadership skills through hard work.

I have been fortunate to partake in the Leadership Institute and have used this training to better understand my coworkers’ leadership styles. If you have not participated in this training, I highly recommend it. In addition, I encourage you to look closely at the articles, “LeaderShift,” “A Culture of Leadership” and “Inspiring a Shared Vision,” especially if your coworkers’ styles differ from your own. The information in these articles will provide insight on how you can fully leverage your existing team and maximize your team’s leadership capabilities. I also encourage you to attend an upcoming Leadership Institute to discover a deeper understanding of different leadership styles.

As if that isn’t enough information about leadership, this issue has two excellent articles from our top Illinois ASBO leaders. Ethical leadership is key to our roles as CSBOs and I cannot think of anyone better than Dr. Jacoby to write an article for us on this topic and remind us of the importance of being ethical leaders. Sue Bertrand’s article will assist you with understanding how your personality type influences your leadership during times of change. As we continue to face unprecedented financial challenges in the State of Illinois, there is no better resource to assist us in our leadership during these turbulent times.

www.iasbo.org

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REACH NEW

LEADERSHIP SUMMITS The Illinois ASBO Leadership Institute is now just one of the paths you can take on the road to self-discovery!

The NEW Illinois ASBO Leadership Center allows you to gain new perspectives through three unique leadership programs.

NEW! Leadership Identity (MBTI) NEW! Leadership Expressions (FIRO-B) Leadership Institute (LIFO/LPI)

March 9, 2016 September 14, 2016 A new cohort is forming next year!

BEYOND THE SUMMIT Those who have completed all three pathways will have the opportunity to bring their experiences together through a capstone integration experience.

For more information on these new leadership experiences visit www.iasbo.tools/leadership_center

PERSPECTIVE / Executive Director

FROM–THE–OFFICE Visionary Leadership Most writers on leadership agree that vision is the most distinguishing quality of a great leader.

Why vision? Well, leaders who imagine a better future will lead their organizations in that direction. Consider the opposite — leaders who only deal with today or dwell on the past will only see a brighter future if they accidentally stumble into it. Which type of leader would you prefer to be?

This issue of UPDATE is focused on a topic that is near and dear to me. Many years ago when I was a superintendent, a board member came to me with a proposition. “If I were able to secure a grant from my company to invest in leadership development, what would you do and how much would it cost?” On the spot, I had a simple answer — “I’ll get back to you!” I had not really thought about leadership development in that way before, let alone being able to articulate what I would do.

Michael A. Jacoby, Ed.D., CAE, SFO EXECUTIVE DIRECTOR / CEO ILLINOIS ASBO

SIMPLY SAYING

Vision is the most distinguishing quality of a great leader. Leaders who imagine a better future will lead their organizations in that direction.

Thus began a yearlong process of discovery and dialogue among our leadership team searching for what we would do and why. Eventually, that grant did come through and over three years we invested about $50,000 in the development of leaders in that district. What we did then has translated into what some of you have experienced in the Illinois ASBO Leadership Institute and the Leadership Series. That initial investment is still paying forward!

In fact, Illinois ASBO is launching even more opportunities for leaders to grow. Under the new overarching umbrella of the Illinois ASBO Leadership Center and in addition to the Leadership Institute, we are planning two new Discovery Pathways: Leadership Identity will be offered on March 9, 2016.

We will explore who you are naturally as a leader and address how your personality impacts your ability to lead excellently.

This will help you set the stage to expand on your strengths and be prepared to lead more effectively in areas such as communication, decision-making, conflict and change.

Leadership Expressions is scheduled for September 14, 2016. Here we dig into what factors guide your interpersonal relationships at work. By knowing what your needs are for inclusion, control and affection as a leader you will be equipped to form better relationships with colleagues, bosses and others.

I truly hope that this issue of UPDATE sparks in each of you the desire to become more visionary as leaders. That starts with leading yourself and investing in your own leadership abilities. We hope you will come and learn with us this year to expand your leadership acumen!

www.iasbo.org

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Did you know...

The 2016 Annual Conference includes over 20 hours of dedicated networking time outside of sessions.

With 1000 school business officials and industry experts gathered in one place, the possibilities for connection are endless!

Illinois Association of School Business Officials

Register today for the Annual Conference at: www.iasbo.tools/conference16

PERSPECTIVE / SAAC Chair

FROM–THE–FIELD Becoming a True Leader “The greatest leader is not necessarily the one who does the greatest things. He is the one that gets the people to do the greatest things.” — Ronald Reagan Leadership is defined as providing direction and instilling action within individuals or groups to achieve a shared vision. A leader develops a clear vision, establishes a framework as to how the vision may be realized and then inspires others along the journey. The journey may have a number of twists and turns as the organization climbs the decision-making ladder to reach the ultimate destination — total attainment of the vision.

Audra Scharf VICE PRESIDENT PMA FINANCIAL NETWORK, INC.

SIMPLY SAYING

A strong leader will surround themselves with talented individuals and hire to one’s weakness, not one’s strength.

Let me begin by saying there are leaders and then there are true leaders. A leader is someone who is delegated to a leadership position, chosen to lead due to training (education) and past experiences and one who accepts the challenges associated with guiding individuals. A true leader is one who inspires, leads by conviction, seeks input from a variety of sources, listens and learns from his/her associates, walks the talk and possesses good communication skills. They are admired for turning vision into action, chaos into order, losses into gains and poor morale into energized self-guided associates. The good leader discusses, the great leader demonstrates and the true leader inspires.

The power to achieve greatness for an organization is in the people who contribute to the collective mission and accept the challenge of the journey. It is up to the leader to shepherd this process. Successful leaders guide decision and action, they do not dictate. They provide influence rather

than directives and motivate rather than penalize. The leader energizes the organization and creates the framework for decision-making and action. Insightful intuition on the part of the leader will challenge the direction of the organization, to push it to grow in spite of its inherent desire to remain stagnant, and foster an environment where the organization is unafraid to take risks.

The leader’s strengths must be in their vision and their ability to create an organizational culture in line with that vision, that continues to cultivate additional leaders. A strong leader will surround themselves with talented individuals and hire to one’s weakness, not one’s strength. The leader provides guidance and direction along the path of achieving greatness for the company. A successful leader guides an organization with a passion to achieve the organization’s vision with the assistance of talented, empowered staff without seeking self-acclaim for the organization’s success.

Article assistance provided by Dr. Donald E. Weber, Senior Vice President, Corporate Relations, PMA Financial Network, Inc.

www.iasbo.org

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CONTRIBUTORS

Sue Bertrand, MBA, CAE

Seth Chapman

Craig Collins

Deputy Executive Director/COO Illinois ASBO

Asst. Supt. /Business Services Comm. Unit Sch. Dist. 303

Downstate Professional Development Coordinator Illinois ASBO

Joined Illinois ASBO in 2007 after working for PMA Financial Network, Inc. In 2009, Sue completed the Leadership Development Program at the Center for Creative Leadership.

She is a certified trainer in LIFO, the Life Orientations Survey and MBTI. sbertrand@iasbo.org

Served six years in special education cooperatives in both the North Shore and South Suburban areas before coming to CUSD 303 in 2013. Seth is currently pursuing his Ed.D. through Northern Illinois University.

Served as Principal of Geneva Community High School for 14 years and Principal of Assumption High School/Junior High School for three years. Craig holds a Master’s Degree in Educational Administration.

seth.chapman@d303.org

ccollinsiasbo@gmail.com

Nelson W. Gray

Greg Himebaugh, CSBO

Michael Jacoby, Ed.D., SFO, CAE

Asst. Supt. /Business Services Des Plaines CCSD 62

Asst. Supt. /Finance & Operations Deerfield Public SD 109

Executive Director/CEO Illinois ASBO

After 15 years of providing environmental services to school districts, Nelson was hired as a director of facilities & transportation in 2001. In 2005, he earned his Master's Degree/CSBO. From 2014-2015, Nelson served as President on the Illinois ASBO Board of Directors. grayn@d62.org

Has served in his current role since 2002. In addition,Greg serves on the Board of the Educational Benefit Cooperative and Educational School Insurance Cooperative.

Served as an educator for 37 years.

In the role of Superintendent, he led his cabinet and administrative council to establish an ethic of leadership development that still exists today.

He has also lead many strategic planning efforts for school districts and other organizations. mjacoby@iasbo.org

ghimebaugh@dps109.org

Michael Lubelfeld, Ed.D.

Carrie L. Matlock, AIA, LEED® AP, BD+C

Eric Miller

Superintendent Deerfield Public SD 109

Principal DLA Architects, Ltd.

Asst. Supt. /Business Services, CSBO Glenview CCSD 34

Previously served as Superintendent of Pennoyer School District 79 in Norridge and as an Assistant Superintendent for personnel services in North Shore School District 112.

An architect that leads and enables school business officials to enhance their learning environments, Carrie’s unique focus on planning for change streamlines the path to creating collaborative and flexible environments that can support modern pedagogy. c.matlock@dla-ltd.com

Spent over ten years with Chicago Public Schools in HR, the Business Service Centers and Lincoln Park High School. Eric has over five years school business management experience and currently serves on the Illinois ASBO Board of Directors. emiller@glenview34.org

mlubelfeld@dps109.org

Would you like to be an UPDATE Contributor?

If you have an issue you feel needs to be brought to the forefront, present your ideas to Rebekah Weidner at rweidner@iasbo.org.

Ann C. Williams, Ed.D., SFO Assistant Superintendent, CSBO Crete-Monee CSD 201-U

Having served on the Illinois ASBO Board of Directors from 2012-2015, Ann completed her doctoral degree in Educational Leadership with a focus of maintaining financial solvency during challenging economic times.

Ann is also an Adjunct Professor for Governors State University. williamsa@cm201u.org

The issue themes that we will be soliciting articles for next year include:

• Purchasing • Accounting • Risk Management • Cash Management We look forward to seeing new faces on this page as we continue to make the UPDATE an indispensable resource for school business management.

www.iasbo.org

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Leader SHIFT

Helping Others Break Through the Leadership Barrier

As school leaders we face complex and persistent challenges. Developing leadership strengths across our organizations is not a luxury that we can attend to after the “real” work is done or when we have a free moment, but an imperative that is at the heart of what helps an organization improve and equips it to meet challenges.

RAISING THE LEADERSHIP I.Q. If we want to make strong organizations with productive teams, we will look for ways to help everyone in our organizations raise their leadership I.Q. In their book, The Leadership Challenge, James Kouzes and Barry Posner suggest that effective leadership is not something found exclusively at the top of the organization.1 Rather, it exists at every level, from the part-time crossing guard to the second shift custodian to the administrative assistant who greets visitors. In other words, leadership exists in the people within our organizations who get things done on a consistent basis with little fanfare or public recognition.

According to Kouzes and Posner, “Leadership is not a gene and it’s not an inheritance.”2 Leadership comprises a set of specific behaviors that can be learned over time with careful and diligent study and practice. While there are some individuals on every team possessing innate leadership ability, everyone within an organization has some leadership potential that can be cultivated over time.

ARTICLE

By Craig T. Collins DOWNSTATE PROFESSIONAL DEVELOPMENT COORDINATOR ILLINOIS ASBO

SHIFTING FOCUS Developing the leadership strengths of a team is challenging and often neglected work. For the past five years Illinois ASBO has offered The Leadership Institute, a program designed to help members become more effective and influential leaders. Before the program begins participants invite their subordinates, colleagues and supervisors to provide anonymous feedback via the Leadership Practices Inventory, a popular 360-degree instrument.3 During the Leadership Institute participants review and evaluate this feedback against five different leadership dimensions that, according to Kouzes and Posner, are critical to leadership success.

LEADERSHIP INSTITUTE: WHAT WE’VE LEARNED What have participants learned from this 360-degree feedback tool? Participants have found that they engage more frequently in behaviors that focus on their own aspirations and interests as compared to behaviors that involve building leadership capacity in those with whom they work.

Leadership behaviors most frequently observed by others:

Leadership behaviors least frequently observed by others:

1. Develops cooperative relationships among the people he/she works with.

1. Actively listens to diverse points of view.

2. Follows through on promises and commitments he/she makes.

2. Supports the decisions that people make on their own.

3. Spends time and energy making sure others adhere to agreed-upon principles and standards.

3. Communicates confidence in the abilities of others.

4. Sets achievable goals, makes concrete plans and establishes measurable milestones.

4. Ensures that people are growing in their jobs by learning new skills and developing themselves.

5. Talks about future trends that will influence how his/her work gets done.

5. Asks for feedback on how his/her actions affect other people’s performance.

6. Seeks out challenging opportunities that test his/her own skills and abilities.

6. Asks “What can we learn?” when things don’t go as expected.

Leadership Institute participants were not surprised by these results and typically came out of the experience with goals that were more team focused.

Demonstrating that feedback is vital and important to your own growth as a leader sets the scene for others to be open to similar feedback in the workplace. www.iasbo.org

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LEADERS WITH INFLUENCE EMBED

LEADERSHIP ENHANCING BEHAVIORS

INTO THEIR DAILY ROUTINE.

KEYS TO IGNITING LEADERSHIP POTENTIAL Helping others realize their leadership potential starts with you. The way that you model leadership is the key. What leadership behaviors can you adopt that will most likely ignite the leadership potential in others?

þBE VULNERABLE

In order to build trust, there is nothing more powerful than being vulnerable with members of your team. This is not to suggest that you disclose personal information that makes others uncomfortable, but it does mean that you share appropriate information about who you are and what you believe, discuss your goals and aspirations and offer insight into how you approach the challenges in your life.

Appropriate self-disclosure has a lasting impact on others and is likely to be reciprocated over time.

A PERSONAL LEADERSHIP PLAN þHAVE In order to grow leaders you need to show members of your team that leadership development is important to you, that you have a plan and that you are constantly working on that plan. Your team will not do what you yourself won’t do. Concurrently, sharing an expectation with members of your team that they engage in their own development plan increases their value to the team and to the organization.

PRESENT IN RELATIONSHIPS þBE As a school leader you are engaged in important work.

Your students depend on you. Despite the pull that continually takes you out of the office, taps your best energy and occupies your thinking throughout the day, you cannot lose sight of the importance of staying connected to your colleagues. They depend on you as well. You stay connected with members of your team when you regularly stop by their desk and engage in friendly banter, put your cell phone down long enough to notice what is going on in their lives, make eye contact when you talk with them, ask clarifying and non-threatening questions during staff meetings and demonstrate active listening skills when a staff member comes to your office to share a concern.

Being present in your relationships cements the bond you share with others and creates an environment where people will go the extra mile to get work done.

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UPDATE Magazine / Spring 2016

OTHERS TO ACT þENABLE Team productivity is enhanced when information is shared and not withheld from team members, when staff members are given choices rather than non-negotiable directives and when team members are given plenty of affirmation when they exercise independent judgements that fall within their job duties. If we have learned anything the last few years about employee commitment and satisfaction, it is that leaders who are willing to operate out of what Stephen R. Covey calls an “abundance mentality” are more likely to create the type of team that collaborates effectively and has the ability to withstand adversity when it comes.4 When you share power it gets noticed and has the added benefit of fortifying the resilience of the organization.

A COACH þBE We all remember that moment when a trusted supervisor or mentor pulled us aside and offered career encouragement or expressed confidence in our abilities.

We valued these messages because we knew the person offering this perspective had our best interest at heart. It was real and it felt good. While it may not be appropriate to engage in a coaching relationship with every member of your team, wearing your coaching hat with members of your team results in increased loyalty and attention to your leadership habits.

FEEDBACK þSOLICIT If we don’t get feedback about our work performance we typically assume that things are going well. As Steve Treacy, one of the co-facilitators of the Illinois ASBO Leadership Institute is fond of saying, “No feedback means no feedback, nothing more and nothing less.”5 Leaders who have impact are continuously dipping into the feedback well, asking for comments, impressions or opinions.

Demonstrating that feedback is vital and important to your own growth as a leader sets the scene for others to be open to similar feedback in the workplace.

ARTICLE / LeaderShift

þBE A LIFE-LONG LEARNER

When the leader takes on the role of student, it sends the message to others that he/she does not have all the answers and that there is always room for growth in his/her professional life. Sharing your excitement about books and journal articles you have read, webinars you have viewed or professional conferences you have attended increases the probability that others within your team will engage in similar activities.

þORGANIZE GROUP EFFORT

We like to be a part of something bigger than ourselves.

Many of the important job tasks facing school leaders today require individuals on a team to reach out to work with members of other departments or those in other schools. Keeping the big picture front and center in your work with others enhances motivation and goes a long way to breaking up the “it’s not my job” mentality that can exist within an organization.

LEADING WITH INFLUENCE Tapping into the leadership potential of members of our teams can no longer be considered an afterthought or someone else’s job. The good news is that there are specific behaviors that we as leaders can adopt that will increase the leadership capacity of everyone in our organizations. Leaders with influence embed leadership enhancing behaviors and activities into their daily routine. They understand this work is critical to their success as leaders, that an essential part of their job is to ensure that their team is the strongest it can be and that the individuals who make up the team are always increasing their leadership I.Q.

Footnotes: 1. J. Kouzes and B. Posner, The Leadership Challenge, 4th Edition (San Francisco: Jossey-Bass, 2007).

2. J. Kouzes and B. Posner, The Leadership Challenge, 4th Edition, 23 3. J. Kouzes and B. Posner, Leadership Practices Inventory, Third Edition (San Francisco: Pfeiffer, 2003).

4. S. R. Covey, Principle-Centered Leadership (New York: Simon & Schuster, 1991).

5. S. Treacy, Steve Treacy & Associates, steve@streacy.com

www.iasbo.org

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PATH-TO-SUCCESS / Board Relations

By Nelson W. Gray ASST. SUPT./BUSINESS SERVICES DES PLAINES CCSD 62

Top 10 Relationship Building Tips for New SBOs It is essential for any SBO to have great working relationships with other leaders. Be sure to follow these tips taken from Nelson Gray's Illinois ASBO NextGen Conference session on the CSBO's role with their superintendent, board and colleagues.

2

1

If there is a problem, talk to your superintendent. It is far better to admit your own mistakes than to blindside your superintendent or board. Surprises are never good.

The superintendent is the number one employee; it is vital to build a strong working relationship with your superintendent.

4

5

It is not a large failure, but rather continual negligence of small details that will put an SBO’s job at risk.

8

Trust takes time to build and is earned, not given. Build trust by having conversations with the superintendent before presenting something to the board as well as updating the superintendent with any conversations you have with the board.

One of the biggest keys to success is to know when to shut down the computer, turn off your email and take some personal time to recharge.

6

Remember that an SBO never makes decisions alone. Be sure to seek perspective from other administrators, especially early on.

7

3

Know the school and the board’s mission. Support it when making decisions and call other leaders back to it when community politics start to creep in.

9 It is vitally important to know the culture of the leadership team you are attempting to become a part of. You want to make sure that it is a group you can work with, how you would fit in and to become aware of any potential red flags.

One of the most valuable assets to an SBO is a deep pool of experienced perspectives. Having a strong professional network and a mentor to lean on will make starting a new role much easier.

10 It is simple, but true. If you are honest and tell the truth, then you can never be trapped in your words.

Find more tips on how to stay above reproach during job transitions in the new Career Crossroads Center! Visit www.iasbo.tools/crossroads_center.

PERSPECTIVE / On the Profession

SCHOOL BUSINESS 101 What is the biggest leadership challenge you face in your role? of the biggest leadership challenges is to collaborate with diverse groups who all “ One have the intent of improving educational opportunities for students. Board members, employees, community members and other stakeholders all have perspectives that have merit. However, pulling these perspectives together to move in a common direction can be difficult. Collaborating with stakeholders to find the balance between what a district can afford and what a district would like to provide requires business officials to be a voice of reason, one that brings groups together toward a goal that is achievable with the resources available.”

HEATHER DENEVE Business Manager, Carlinville CUSD 1 business officials are support leaders. We have to provide appropriate guidance “ School to the rest of the administrative team regarding what programs can be supported with the district’s resources. My biggest leadership challenge is providing that guidance when our resources are inevitably going to be impacted by the condition of state funding and the potential pension cost shift.”

FRANCES LABELLA Asst. Supt./Business Operations, Flossmoor SD 161

greatest leadership challenge I have as a CSBO is maximizing the limited “ The educational resources allocated to our district while providing the best educational programs to our students. The legislature should concentrate on eliminating the inequities of the current funding process and provide appropriate equitable educational funding to all children in the state.”

ALLAN MCDONALD Admin./Business Services, CSBO, Cook County Sch. Dist. 130

a school finance leader my goal is to run an efficient business operation so more “ As resources can be provided to the kids in the classroom. My biggest leadership challenge is to deal with the funding inequality from the state. Eliminating school finance disparities should be the state’s top priority if our goal is to successfully educate our kids in this 21st century.”

ALI MEHANTI Asst. Supt./Business Services & Operations, Comm. Unit Sch. Dist. 308 www.iasbo.org

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Setting Yourself Up for Success in a School Leadership Position

By Seth Chapman

ARTICLE

ASST. SUPT./BUSINESS SERVICES COMM. UNIT SCH. DIST. 303

Eric M. Miller ASST. SUPT./BUSINESS SERVICES, CSBO GLENVIEW CCSD 34

Perhaps nothing is more important to the success of a school administrator than getting off to a good start. As the expression goes, you never get a second chance to make a first impression. So what should be done in order to achieve success when starting a new administrative job?

Do we rely upon others, perhaps our predecessor or superintendent to direct us towards success? Do we rely upon our past experience, interpersonal skills or charisma?

While there are many factors outside of our control, most of how we start a new job can be proactively planned.

This article explores the first 100 days in a new position in which the predecessor has left the post with an amicable departure. In cases such as termination or other unfortunate circumstances, there will likely be alternative or additional considerations for success.

Before You Get the Job Success in the field of education begins before you get the job. Most successful administrators research their prospective employers and know, at a cursory level, what type of district they may be working for in the near future.

You may choose to attend a finance committee or board meeting before applying. Given the time and investment in resources to apply for a job in education, it is good to identify early on if there are any red flags.

CHECKPOINT:

Seek Out Red Flags Before You App

ly.

Answer these questions to identify any potential red flags that could prevent you from applying for or a position. Look for concerns in thes e areas: Does the board of education seem to function professionally and appropriately?

Are administrators treated respectfully?

Doing your homework online, including reviewing board minutes and financial reports, is important. In some cases there may be presentations or videos of work done by the superintendent or other key administrators that lend a clue as to the philosophy and culture of the district. During the interview process, it is in the candidate’s best interest to come with relevant questions that may bring insight towards the strategic direction of the district and how your job will be a part of that plan.

Make a Transition Plan Getting the job offer is an exciting moment. You have worked hard to prove your skills and now you have done it! After that, pride and accomplishment fades a bit, reality will set in and you will likely realize that for the next two to four months, to some degree, you will be working two jobs. Working on a plan to maximize your opportunity to learn the new job while ensuring you respectfully conclude your current job is extremely important.

The best plan for success should begin with a conversation with the person you will be replacing. Trading days with your current employer and your future employer can be seen as a win-win strategy. Finding time to train for the new job will help ensure a great start. Nothing can replace the value of having time with the person currently doing the job. Of course it is best to offer the same opportunity with whomever replaces you as well.

Start with People Before starting the job, consider taking your soon-to-be administrative assistant to lunch. Do not do this with an agenda or with any motive. Just go with the objective of getting to know the person. Getting to know your new team takes time and once you are on the job, finding time to get to know people on a personal level will be more difficult.

Begin to make contact with colleagues who live or work in the area. Take the opportunity to get their perspective on the current state of the district. Don’t believe everything you hear but take in their perspective and seek out the facts.

Could I see myself working for this superintendent and/or board of education? www.iasbo.org

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C H EC K P O

Establish E

INT:

xpectation

s from Day

O n e.

Prepare a lis t of question s for your n supervisor ew to establish expectation s.

Negotiate a n exchange of days.

Learn abou t the philoso phy of the superintend ent and /or b oard of edu cation.

Attend at le ast one com m ittee and bo meeting. ard Set up a lun ch with som e or all of yo department ur key h e ad s a n d focus on sim to know the p ly gett m.

ing

Begin to ma ke contact w ith colleagu live or work es who in the area.

The Real Work Begins Your first day on the job is the first chance to give the staff a first-hand impression of who you are. Presume everyone from the cabinet members to the business office has been talking about you at their family dinner table since the offer was extended. They may have tried to imagine your sense of humor, your knowledge base, your experience, your leadership style and even how you dress. But what about the initial conversations or moments during the district office or community meet and greet? What can you share during your first meeting that will help them feel comfortable around you and let them know that you are looking forward to working with them?

As the weeks progress, make sure to connect with others in some way. This includes school-based administrators, district office administrators, department staff, external partners and board members. If you have not yet, try to figure out how and when you can accomplish this huge effort. Keep in mind, this may be accomplished by simply having a chat at the water cooler and does not have to be complicated. You would hate to leave anyone out and have them think that you do not care to meet them. If you have 22 |

UPDATE Magazine / Spring 2016

not had the chance to spend time with your department staff, you may consider a lunch to get to know them better.

Remember to ask lots of questions and do lots of listening.

Staff members want to show you what they know and how they do it. Allow them to help you along the way as you learn the culture and try to find out exactly how you can help within their systems.

Your first team meeting will be a big one. Leaders have their own style and format for team meetings but you will want to bring your team together to set the tone for the coming year. One resource you may consider utilizing is William Bridges’ Phases of Transition model. The concept behind this is to acknowledge that an “ending” has taken place as your predecessor has moved on. This change should not be taken lightly as it may impact your staff’s ability to do their work if they worry about your perception of them. Allow your team to discuss what they like about their job and what ideas they may have for a better environment moving forward. Don’t react; listening is most important at this point.

Hit the Ground Running While getting to know people is very important, you cannot forget about the tasks. Chances are good that at this point you know about big initiatives like a referendum or new construction, but make sure you know what lies ahead.

Is the tentative budget complete yet? Or has the process even been started? How will you prepare for the annual audit? Is a TIF coming off in a few months, if so, what does that mean? What are the expectations for the first board meeting? Make sure you know what steps you may need to take now in order to hit your marks down the line. Having a short term plan to get you through the start of the school year will be a necessity.

While there are many factors outside of our control, most of how we start a new job can be proactively planned .

ARTICLE / The First 100 Days

Find Your Go-To People You will not know the skill set of your staff yet, so it will take additional time to figure out whom to go to for what. It would be wise to take some time to review your staff personnel files to get a sense of what their strengths and weaknesses are. Of course each of your staff members should earn the opportunity to prove themselves as time goes on. The assumption should be that you would not be comfortable with the financial software program, so pulling reports and getting familiar with the finances at a more micro level will take you longer than you think. Even if you know what you are doing from a technical perspective, most everything will be new.

Time to Re-evaluate 100 days in, where should you be? It is quite possible that something unexpected may have occurred in your first 100 days that you did not expect to come up. Perhaps an employee unexpectedly resigned to take a new job. It is possible that negotiations have lingered on and you are expected to finish off the work of a predecessor. Situations like these are part of the job but certainly challenge one's ability to transition seamlessly. Assuming you have handled the land mines and curve balls thrown at you over the first few months, here is where you would ideally be: You have a positive working relationship with your boss — Knowing your boss' preferences and work style along with setting clear expectations of what your first year will look like. Ideally goals will have been developed that are reasonable. You should have a clear sense of what priorities are and have outlined additional areas of focus for year two and beyond. Consider asking for an informal evaluation to get direct feedback.

You have a sense for how your board of education operates — and how they will look to you as a leader in the district. If you do not know by this point you will need to invest some time and effort in this area to help forge relationships to support the superintendent.

Your peers feel comfortable coming to you with questions — and know that even if you do not have the answer you will try your best to be a resource they can count on. Your direct reports will know that you value them as people first and employees second. They will begin to understand your expectations for them and have started to see you as not just a boss but a leader committed to the district and community.

You have a feel for what strengths you will bring to the district — and what areas you may need to develop.

For development areas you should have a well thought out professional development and networking plan to develop the necessary skills.

Success as an educational leader is not an accident.

The first 100 days are an opportunity to prove that the decision to hire you was the right one. A foundation that focuses on both the technical and relational components of the job will yield dividends over the course of your tenure at the district.

CHECKPOINT:

During Your First 100 Days: Develop a plan to visit or call all principals and key administrators.

Deepen relationships with your team and with your direct reports.

Learn how to support your supervi sor and department.

Know the priorities of the job and responsibility for board meetings.

Learn the processes and systems ; identify key training opportunities.

Create annual department and staf

f goals.

www.iasbo.org

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UPDATE Magazine / Spring 2016

By Michael Lubelfeld, Ed.D SUPERINTENDENT DEERFIELD PUBLIC SD 109

Greg Himebaugh, CSBO ASST. SUPT./FINANCE & OPERATIONS DEERFIELD PUBLIC SD 109

Inspiring a Shared Vision Deerfield Public School District 109 is in a growth and change phase.

Though the district has been in operation since 1847 and has weathered many storms, the past three years have yielded growth and change at perhaps the greatest magnitude in the history of the award-winning elementary school district. One explanation for the high levels of change and progress of late can be attributed to the shared vision of the leadership team.

The leadership team first gathered in August 2013 and from that day forward the old mission statement, which few could recite, was distilled into the three action verbs Engage, Inspire and Empower. From board members to parents, teachers and students, the district motto, vision and catchphrase is present and prevalent in all explanations of purpose, pride and passion. www.iasbo.org

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Putting the New Vision to the Test This shared vision of leadership was first put to the test with the Superintendent’s Task Force on Middle Level Education.

A newly negotiated collective bargaining agreement would allow the 2013-14 school year to be the first year of a newly designed middle school schedule and organization. The executive leadership team took the opportunity to engage the community in making changes that would have the most positive impact on teaching, learning and culture.

The task force decided to concentrate on six broad areas of concern: • Social emotional learning • Fine arts • Science, Technology, Engineering and Math (STEM) • Gifted and other tracking • World languages • Exploratory programming The 140 member community task force set out to prove what a dedicated group of individuals could do on behalf of public schools. Each of the six middle school administrators plus central office leaders led a subcommittee and joined with students, teachers, parents and community members to put vision into action. Every thought the task force put into practice fell under the umbrella of engage, inspire and empower.

The task force results were presented to the board at multiple public meetings and resulted in new laboratories and middle school exploratory courses for STEM, Communication Media Arts (CMA) and 12 brand new state-of-the-art science labs with powerful next generation science standards curriculum. The board of education also approved new gifted mathematics teaching positions at each middle school. They were impressed by the task force’s recommendations to improve 6th – 8th grade curriculum and added band and orchestra classes into the school day. More elective choices for students were added, in part, by removing antiquated woodworking, cooking and computer applications requirements. Collaboration was crucial at every point in the transitional process.

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UPDATE Magazine / Spring 2016

The Leadership Challenge: Focusing on Leadership Practices The task force would likely not have produced these stellar results (let alone producing them so quickly and seamlessly) without the district’s commitment to building up leaders and their skills. To help guide both new and veteran district administrators alike, the 25 member district administrative leadership team read The Leadership Challenge as a book study. Co-authors James Kouzes and Barry Posner published this classic and well-researched leadership book. In it they describe The Five Practices of Exemplary Leadership® which are critical to the success of any leader.

The Five Practices of Exemplary Leadership® 1. Model the Way: How well do we “walk the talk” and set an example for others?

2. Inspire a Shared Vision: Do we imagine and share the possibilities?

3. Challenge the Process: Do we invite opportunities and allow occasional failures?

4. Enable Others to Act: Do we foster a trusting environment and make others feel capable?

5. Encourage the Heart: Do we build teams where people are recognized for their efforts?

The book study was discussed at every leadership team meeting during the 2013-14 school year and included exercises, examples and reflections to help hone each administrator’s use of the five leadership practices. A single chapter was the focus at each meeting and the discussion and activities were planned and led by teams of two or three team members. This book study experience allowed each member of the leadership team, from the most senior to the most junior, equal stage presence and equal impact and input. This was an authentic example of teamwork and collaboration.

ARTICLE / Visionary Leadership

LPI: Soliciting Honest Feedback Following the book study in the summer of 2014, District 109 partnered with Illinois ASBO facilitators to support their leadership development with an administrative academy designed for their 25 district administrators using the Leadership Practices Inventory (LPI). LPI is a 360-degree assessment that was designed by The Leadership Challenge authors, Kouzes and Posner. This was a natural progression and follow up to the book study experiences. In addition to building and sustaining a collaborative culture, the district was also building an open, trusting and authentic culture.

Members of the leadership team asked their managers and supervisors, colleagues, peers and direct reports for honest, confidential feedback. LPI asks 30 questions about leadership practices in the five exemplary practices and provides feedback on the leader’s effectiveness as well.

It also helped reveal the level of commitment, engagement and satisfaction for supervisors, peers and direct reports.

Results allowed each individual to see “divides” where their perceived strengths or weaknesses were not matched by those who were surveyed on their behalf.

At the August 2014 leadership retreat, the team began reviewing the data from LPI with the Illinois ASBO facilitators. The leadership team saw their self-assessments as well as the assessment results from those who were asked to complete the survey on their behalf. As part of the LPI workshop, the team reviewed the five exemplary practices and related those practices to their individual and group applications of leadership. As part of their reflective and interactive work, they identified individual strengths and areas for improvement.

The Result: Inspiring A Shared Vision For the past three years, the district has hired HUMANeX to conduct a culture and climate survey for their 500 staff members. In September of 2015, HUMANeX CEO Brad Black and analyst Megan Guthrie presented the data from District 109’s third annual administration of the INSIGHTeX culture survey. Mr. Black explained that District 109 has, “an awesome culture.” He shared the Engagement & Satisfaction grid for the district and explained that from 2013 (the first administration of the survey) to 2015, the percentage of staff members who were highly engaged and highly satisfied grew nearly 10% to an astounding 95% of respondents. In an organization with a good culture, about a third of respondents report high engagement and high satisfaction and Deerfield Public Schools nearly tripled that level of high engagement and satisfaction. The Leadership Challenge and LPI helped a new administrative team trust one another and develop a shared vision.

Throughout the last 30 months the senior leadership, school leadership, teacher leadership and student leadership have worked together every time a challenge, idea or initiative was presented. This use of the four Cs (communication, collaboration, creativity and critical thinking) has been instrumental in leading the board’s vision and meeting the needs of the district.

The Illinois ASBO facilitators helped the team commit to actions based upon their strengths and areas for improvement. They also created a plan for sharing LPI results with observers and connecting about a development plan. Each leadership team member wrote up to four SMART goals to help them improve in one or more of the five practices and in October 2014, the facilitators returned to work with the team on their plans and as part of their shared commitment to accountability — personal, organizational and professional. www.iasbo.org

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A Foundation for Growth and Change Without these resources, (LPI, Illinois ASBO), accomplishments, (science labs, STEM programming) and the resultant skills (improved leadership), the Superintendent’s Task Force on Middle Level Education would not have generated the same magnitude of growth and change. The Board of Education for Deerfield Public Schools District 109 supports the serious effort to grow the district’s leaders who seek to Engage, Inspire and Empower every student and staff member each day. They support leadership training, professional development, engagement and pilot processes as part of the regular operations of the district. Students are also often part of these “grown up” decision making processes including making recommendations to the board and superintendent about technology, devices and instructional methods.

Leading with other leaders is a journey and labor of love, hard work, determination and passion. Through honest and clear assessments, communication plans and action plans, Deerfield Public Schools enjoy unprecedented change, growth, innovation and modernization. The explanation for the high levels of change and progress of the past 30 months can be attributed to the shared vision of the Deerfield Public School District 109 leadership team.

Through their work, mission, vision and planning District 109’s leadership team keeps their motto at the front of all decision making: Engage, Inspire, Empower. The skill set of today’s leader must include communication, relationship building and accountability at their core. The leadership team is grateful and humbled to have the opportunities to put leadership theories to the test as we impact learning and teaching.

Measurable Results: Full-Day Kindergarten Full day kindergarten is a concept that had been on the district’s mind in one form or another for the past three decades. Recently, the district’s 2012 Master Facilities Plan called for the construction of an early learning center that would allow for full day kindergarten. In 2015 the conditions in the district allowed for an accelerated study of the feasibility for full day kindergarten without the need for an early learning center or any construction.

Space studies as well as interest studies were conducted and the leadership worked together with the community and the board to develop a plan for full day kindergarten. The plans, developed in three months though in the works for years, resulted in full day kindergarten for this school year.

The leadership of this endeavor allowed for teacher input, building leadership and district-board cooperation.

Leadership, unified by a shared vision, produced measurable results for the district and the community. In this accelerated time frame the leadership team met, planned, reviewed questions, studied other districts’ full day kindergarten programming, reviewed research and gathered data. They gathered input from stakeholders, parents, members of the community, teachers and one another. With great cooperation they created what turned out to be a highly successful proposal that has directly impacted the 255 full–day kindergarten students and 13 kindergarten teachers.

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ARTICLE / Visionary Leadership

The skill set of today’s leader must include communication, relationship building and accountability. www.iasbo.org

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INFLUENCE

THAT MOVES MOUNTAINS

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UPDATE Magazine / Spring 2016

ARTICLE

By Susan P. Bertrand, MBA, CAE DEPUTY EXECUTIVE DIRECTOR/COO ILLINOIS ASBO

School systems and workplaces constantly experience change. By better understanding your own personality type and that of others, you can use your influence as a leader to help others reach new heights as you lead change more effectively.

THE BASICS OF TYPE1 The Myers Briggs Type Indicator® (MBTI) provides a helpful framework in understanding personality type. MBTI began as Carl Jung’s type theory and was expanded upon by Katharine Briggs and her daughter Isabel Briggs Myers. It rests on four dichotomies and eight preferences. The preferences form pairs of polar opposites, similar to the ends of a spectrum, within each dichotomy. The four dichotomies are:

1. Introversion (I) / Extroversion (E) This dichotomy answers the question of how we take in energy and focus our attention. Personality types that prefer Introversion take in energy from their surroundings. Personality types that prefer Extroversion give energy out to their surroundings.

2. Sensing (S) / Intuition (N) This dichotomy answers the question of how we take in information. Personality types that prefer Sensing take in information in concrete, sequential, step-by-step and practical ways. Personality types that prefer Intuition take in information by seeing patterns, connecting the dots and looking at the big picture.

3. Thinking (T) / Feeling (F) This dichotomy answers the question of how we make decisions. Personality types that prefer Thinking are analytical, using logic and cause and effect thinking to solve problems. Personality types that prefer Feeling use values to make decisions and base decisions on how they affect the people involved.

4. Judging (J) / Perceiving (P) This dichotomy answers the question of how we prefer to see the outer world. Personality types that prefer judging are scheduled, methodical and use a planned approach in their behaviors. Personality types that prefer perceiving are flexible, open ended and spontaneous.

It is also important to note that everyone uses each preference within each dichotomy. We tend to use our preferred type naturally, like writing with your dominant hand. We can write with our non-dominant hand, but just as that feels awkward and does not come easily to us; it is the same with personality type.

LEADERSHIP THROUGH TYPE DEVELOPMENT The Illinois ASBO Leadership Center teaches that leadership is influence. By developing the less favored preferences in their personality type, leaders can build greater influence with those they lead. Understanding personality type also helps leaders gain perspective and better understand where those around them are coming from. Successful leaders can interact with others through the functions that others naturally prefer. For those of you who have been through the Life Orientations (LIFO) training, this sounds strangely similar to the new golden rule: “Do unto others as they want to be done unto.”

A general application of Type uses the familiar four letter acronyms assigned to the MBTI assessment (ENFP, ISTJ, etc.) and limits itself to sixteen possible combinations. Yet, people who identify as one of these combinations can and will differ depending on where that individual falls on the spectrum within each dichotomy. This is known as being “in preference,” “out of preference” or “in the midzone,” within the dichotomies. Just as not all people are the same, not all ISTJ’s are the same.

www.iasbo.org

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TAKING TYPE THEORY TO NEW HEIGHTS To help a leader differentiate Type and behavior, Isabel Myers developed a coding formula to identify the order of the mental functions within the eight MBTI preferences. The four mental functions are: • Sensing (S) and Intuition (N) — influencing the way people take in information.

• Thinking (T) and Feeling (F) — influencing how people make decisions.

Meyers identified how the parts of a personality work together by labeling each of these mental functions within a specific personality type as either Dominant (Best), Auxiliary (Next), Tertiary (Third) or Inferior (Least).

Each of these functions leans towards either Introversion (I) or Extroversion (E) when used. Therefore, in her coding process, Isabel assigned either an extroversion or introversion sub-orientation to each of the mental functions. For an ISTJ the coding process looks like this:

Intuition

Si

(Best)

(Least)

DOMINANT TYPE: Si AUXILIARY: Te TERTIARY: Fi INFERIOR: Ne

Ne Feeling (Third)

1 Sensing

ISTJ Fi

Te 2 Thinking (Next)

Rather than get lost in theory, the salient point for a leader is to realize that not all S’s, N’s, T’s or F’s respond in the same way, as each of these mental functions flow along a spectrum from extroversion to introversion.

To illustrate, here is an example using the Thinking function: • A person using Introverted Thinking tends to see situations through the lens of cause and effect. They figure out which process will be most successful to use and will be resistant to change when they cannot determine the process.

• A person using Extroverted Thinking tends to define scope and work within rules or policy. They will be resistant to change when boundaries are undefined and established rules non-existent.

To better manage change, the extroverted thinking leader needs to talk to the introverted thinking team member in the language that the introverted thinker understands. Instead of defining the scope and the policy that governs the project, the extroverted thinking leader would do better to use cause and effect language, asking which process the introverted thinker believes is best to achieve the desired effect.

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UPDATE Magazine / Spring 2016

ARTICLE / Leadership Through Type Development

A COMPREHENSIVE MODEL FOR DECISION MAKING How does a leader speak to all the different types and all the variances within those types? The good news is that you don’t have to know everyone’s type on the team to speak to all personalities. Without a PhD in psychology, a leader can follow the “Z Model” in order to make decisions that cater to each of the four mental functions. Utilizing this model, the leader asks specific questions and considers the responses for each function.

SENSING (S)

INTUITION (N)

Concrete: What do we know? How do we know it?

Realistic: What are the real costs?

Practical: Will it work?

Experimental: Can you show me how it works?

Traditional: Does anything really need changing?

Abstract: What else could this mean?

Imaginative: What else can we come up with?

Conceptual: What other interesting ideas are there?

Theoretical: How is it all interconnected?

Original: What is a new way to do this?

THINKING (T)

FEELING (F)

Logical: What are the pros and cons?

Reasonable: What are the logical consequences?

Questioning: But what about….?

Critical: What is wrong with this?

Tough: Why aren’t we following through now?

By following the line from Sensing questions across to Intuition questions, down to Thinking questions and finally over to Feeling questions, you have a good chance of covering all bases or concerns that your team may have, especially when change is involved. You also mitigate the fears and concerns of others that may not naturally occur to you because your Type differs from many of those on the team.

Empathetic: What do we like and dislike?

Compassionate: What impact will this have on people?

Accommodating: How can we make everyone happy?

Accepting: What is beneficial in this?

Tender: What about the people who will be hurt?

As a leader, you cannot possibly be expected to determine the personality type of everyone around you, but by using the Z Model in decision-making, you can influence the personalities you work with by meeting their needs and speaking their language.

INFLUENCE THAT MOVES MOUNTAINS Leaders cannot change others. However, they can change their own behaviors to build influence within their team.

Through understanding Type, leaders can better flex their style to interact with others in their most preferred and familiar language. This builds up the influence required to move “mountains” of change.

Hopefully this understanding can help the change management process go a little smoother for you. Beyond this brief overview of type and the four mental functions,

there are many other ways MBTI helps us discover and understand different personalities. Remember that everyone uses all types and mental functions discussed in this article; they just prefer some to others.

Effective leadership takes work and it requires stepping out of your comfort zone to work on improving your less preferred functions. The Illinois ASBO Leadership Center can take you on a deeper journey into your leadership identity, behaviors and expressions.

Footnote: 1. The Myers & Briggs Foundation. (2014). MBTI® Basics.

Retrieved January 5, 2016 from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics

www.iasbo.org

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Since first writing about ethical leadership in ASBO International’s School Business Affairs in 1995, I have had the privilege to speak on the topic of ethical leadership at many ASBO affiliate conferences and leadership institutes. In many ways, this subject has become a strong passion of mine and perhaps even a foundational element of my own leadership as a school business official, superintendent and now the Executive Director of Illinois ASBO. Recently, however, the question of ethical leadership hit home in an interesting way.

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UPDATE Magazine / Spring 2016

By Michael A. Jacoby, Ed.D., SFO, CAE

ARTICLE

EXECUTIVE DIRECTOR/CEO ILLINOIS ASBO

A LESSON FROM HORTON A few years ago, I was sitting with a three-year-old that my wife and I watch on occasion. The little girl and I were eating our lunch and watching the animated movie Horton Hears a Who. Horton first appeared in an equally familiar tale entitled Horton Hatches the Egg. This book depicts an irresponsible bird named Maysie who asks Horton to sit on her egg just for a few minutes while she takes a break.

The break lasts for months and Horton remains faithful to his promise staying with the egg even as his friends laugh at him. He is captured by hunters, exposed to the elements, endures a dangerous voyage across the sea and is finally placed in a circus. Yet he doesn’t waver from his commitment.

The classic phrase uttered by Horton over and over in the story is, “I meant what I said, and I said what I meant.

An elephant’s faithful, one hundred percent.” This is a perfect place to start when talking about ethical leadership for school business professionals.

ARE YOU AN ETHICAL LEADER? That question deserves an answer from every school business professional. I would guess each of you reading this would say, “yes.” My concern is that many of you would respond without first doing any sort of deep personal reflection of what being ethical really means and further, you would not spend much time going deep into a personal audit of your thinking and behavior.

Before you answer, let’s start with some definitions. The terms ethics, virtues and morals are often considered synonymous. We may agree that the terms can be used interchangeably, but let’s look first at the origins and meanings of the terms.

The Greek word ethos refers to a set of customs or beliefs.

From that perspective, to “have” ethics is to hold to a set of beliefs about what is right and wrong or what is good and evil, not simply to follow a list of established rules. To expand upon this, one could argue that true ethics will only be exhibited when an individual has an internal motivation for their behavior. In essence the “character” of ethics has everything to do with one’s beliefs.

Consider what beliefs or value systems govern your daily behavior at home and at work. Are you just making it up as you go along or do you know what you believe and live by it? Can you say along with Horton “I meant what I said and I said what I meant?” Or are you like most people, who don’t take the time to establish in their own minds the standards by which they will act and live? Honestly, that is why most people who find their lives shattered by personal or professional misconduct are surprised when they realize how utterly destructive their behavior has become.

Now consider the definition of morality. It comes from the Latin word mores and refers to the customs, norms, virtues and folkways of a society. The focus is on the values of the group. As a member of Illinois ASBO you have a set of group values and ethical behaviors depicted in a code of ethics. This is a great place to begin and one of the important functions of associating with other professionals.

You essentially agree to live by a standard or a set of beliefs that are tested by the larger society and to which there is some accountability. As you can see, even here we use the terms interchangeably.

My argument over the years has been that we live in a culture that embraces moral ambiguity. It is not politically correct to say that anything is absolute. This means the “mores” of our society are left somewhat undefined.

However, that does not mean that people don’t judge the behavior of others. They just do it from their own perspective. Now, combine that with leaders who take little time to set personal standards or define personal beliefs and it is no surprise that we see headlines depicting ethical failure across every level of leadership. It is hard to say, “I said what I meant” when we say nothing at all.

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A COMMITMENT TO PERSONAL ETHICS My challenge to you is to take some time to do your own personal ethics audit. Do not just give it lip service; make a “Horton-like” commitment by defining what you are and what you will be as an ethical leader.

As a place to start, I share with you below a list of virtues that I have been sharing with school business professionals for the past 15 years. Originally these were the qualities that two young men were told to look for when choosing church leaders. The young leaders were named Timothy and Titus and the mentor who instructed them was the Apostle Paul.

This standard is a high one, but if you choose to live by something, you will likely hit what you aim for.

Put a check next to a virtue if you feel it is something that is highly visible in your leadership every day. These are your strengths. For all the rest, choose a few that you would like to develop. For a full review and more reflection questions go to the resources page (44-45) to find access to the complete ethical leadership assessment.

Personal Virtues of Ethical Leaders ¨¨Temperate ¨¨Prudent ¨¨Not Pugnacious ¨¨Gentle ¨¨Not Contentious ¨¨Free From Love Of Money ¨¨Tested Through Experience ¨¨Not Self-Willed ¨¨Not Quick Tempered ¨¨Loving What is Good ¨¨Just ¨¨Self-Controlled

Public Virtues of Ethical Leaders ¨¨Above Reproach ¨¨Hospitable ¨¨Of Good Reputation ¨¨Sober Minded ¨¨Dignified Family Virtues of Ethical Leaders ¨¨Faithful in Marriage ¨¨Good Manager of His/Her Household ¨¨Children Under Control with Dignity

Access the full Illinois ASBO code of ethics at iasbo.tools/schoolbusinessethics.

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ARTICLE / Ethical Leadership

WILL YOU ANSWER THE CALL? After completing your audit, how do you answer the question, “Are you an ethical leader?” Can you say like Horton, “I meant what I said, and I said what I meant. A school business leader is faithful, one hundred percent?”

In the first course of the Illinois ASBO/Northern Illinois University Masters in School Business Management program, I pose this question as one of the most important considerations for those desiring to enter the field of school business management. The assignment is to develop

a personal code of ethics. It seems quite simple to the students at first, but as they begin to write, I often hear that it was one of the most difficult assignments of the semester.

Why? Well, there isn’t a simple textbook answer. It requires some introspective thinking and commitment of personal values. Students who desire to be employed in this field in Illinois know that I will ultimately see their behaviors and hear about the quality of their leadership. It is a high stakes assignment for them. I trust that as you read this article, it is a high stakes consideration for you as well.

Remember that the point of an introspective evaluation of your own ethics is both confirmation and conviction. You have identified those areas where you are strong and now need to accept that there are areas you need to work on. In all of my workshops I stress one important conclusion — growing as an ethical leader is about direction, not perfection. When you identify a virtue that you need to address, you are already pointed in the direction of change. Celebrate that and don’t worry about finding out that you aren’t perfect. Instead, be the leader who doesn’t stop growing. Your profession will thank you, your family will thank you and your community will be proud of the quality of your leadership. The profession needs strong, ethical leaders. Will you answer the call?

Based on a similar article published by ASBO International in School Business Affairs, July/August 2010.

Horton Hears A Who and Horton Hatches The Egg are registered trademarks by Dr. Seuss Enterprises, L.P., composed of Geisel-Seuss Enterprises, Inc. www.iasbo.org

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A Culture of Leadership How do you establish a culture where employees feel empowered to grow? How can seasoned leaders help teach the next generation? Now twenty years into her career at DLA Architects, Carrie Matlock recognizes that her leadership training began the first day she walked through their doors.

From the first day I walked into DLA, then Dahlquist and Lutzow Architects, I knew I had found my work home.

As a young drafter over 20 years ago, I had never had a conversation with a principal of an architectural firm. Here I was, my first day on the job, and who sits down at the edge of my desk and welcomes me? The founder of the firm himself, Bruce Dahlquist! No ego, no air of superiority about him, just Bruce. Until then, I had only received passing “hellos” from the principals at my previous job. Bruce wanted to know who I was, why I wanted to be an architect and most of all, what he could teach me.

From that day on, he never missed an opportunity to coach and mentor. Sure there were others along the way that helped shape my skills as an architect, but Bruce taught me the most about leadership. He taught me when to “lead, follow or get out of the way.” The original quote belongs to George S. Patton, but Bruce says this all of the time.

Although it may seem a bit crude, there is a lot of truth in the statement. It is excellent advice for managing a team and mentoring staff to become future leaders in the firm. In fact, his philosophy parallels a lot of what I have gleaned from seminars, books and the Illinois ASBO Leadership Institute, along with what we practice at DLA.

Learning to Lead and Follow No matter what type of leader you are, a more controlling/ dominant one or a data/process driven, analytical one, we all need to know when to lead, follow or get out of the way.

In my tenure at DLA I have sometimes needed to step aside and let others grab the reigns to encourage and develop

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their leadership skills. This has been hard at times, as I’m sure it was for Bruce, but his allowing me the freedom to make decisions and mistakes went a long way with my professional development.

Constant Learning and Practicing It is important to mention that architects learn on the job; it is an apprenticeship. Much the same goes for leadership skills. We are constantly practicing and learning.

While it is a bit of trial and error, the founders of our firm have always suggested or encouraged us to seek out learning opportunities.

I have also learned a great deal from our CEO, Dwain Lutzow, who encouraged me to take advantage of the Illinois ASBO Leadership Institute. I was the first Service Associate to complete this program and it definitely helped me to understand who I am as a leader, what I am doing right and how I can improve my leadership skill set. I thought so highly of the program, that I suggested it to two of my partners and today we use it constantly!

In fact, one time after a meeting one of my staff members asked me concerning a colleague, “How can you deal with that guy? He is such a pain!” That “guy” is a very talented individual that can be challenging at times with controlling/ taking behavioral style similar to mine. As one of my direct reports, when we began working together he was a bit of a challenge for me. However, I’ve learned that when dealing with someone like myself, I should approach the situation with words, phrases and emotion that would inspire and

By Carrie L. Matlock, AIA, LEED ® AP, BD+C

ARTICLE

PRINCIPAL DLA ARCHITECTS, LTD.

“I’ve learned that when dealing with someone like myself, I should approach the situation with words, phrases and emotion that would inspire and motivate me.” motivate me. This is a technique I learned in the Leadership Institute that enables good leaders to better communicate within challenging situations — and it really works!

A Shared Leadership Toolset Because my partners and I have this shared leadership toolset from the Leadership Institute, we collaborate often when dealing with perplexing situations and personalities, both in and out of the office. It is fantastic to have colleagues who have the same knowledge, because we can remind each other what the other is missing when emotions come into play. As a leader, this is priceless!

I continue to recommend this program to some of our younger management staff.

points. This leadership culture will serve them well as they transition into retirement, as it will me someday. Until that day comes, I will continue to sit on the edge of every new employee’s desk, talk with them and teach what I have learned.

Lessons From a Leadership Culture »» Get

to know each employee who comes through your doors.

»» Never

miss an opportunity to train or mentor.

A Legacy of Leadership

»» “Lead,

Today, Bruce and Dwain are still mentoring and teaching, as much as I hate to admit it, I’m still learning and searching for ways to improve my leadership skills as they have throughout their careers. Bruce and Dwain's leadership examples have created not just a culture, but a legacy at DLA that will live on for a very long time. Bruce has taught all of the staff a great deal, but most importantly, he has allowed people like myself to develop as their own type of leader. Both he and Dwain have built up leaders within our organization and they respect our decisions and vantage

»» It

follow or get out of the way!”

takes constant learning and practice to grow leadership skills.

»» Having

a shared knowledge set and “language” amongst leaders is key.

»» True

leaders leave a legacy to those who follow.

“No matter what type of leader you are, we all need to know when to lead, follow or get out of the way.”

— Carrie Matlock www.iasbo.org

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Leaders often attribute much of their success to those who have mentored them along the way. Mentoring is a mutually beneficial relationship between two professionals. While the benefit to the mentee is obvious, mentoring is also a great way for a mentor to build leadership skills and possibly learn something new.

Effective mentoring is much more than advising or coaching a colleague. Mentoring not only requires subject matter knowledge; it requires a true commitment to the mentee’s growth and development. While mentorship is a shared responsibility, mentors should focus on the following objectives to ensure success in their role.

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By Ann C. Williams, Ed.D., SFO

ARTICLE

1. COMMIT THE TIME.

First and foremost, an effective mentor commits time and effort to mentorship. Allocating time demonstrates a commitment to the relationship and its success. Determine how often you will meet and set the schedule well in advance. Be realistic with your time commitment by asking yourself, “Are biweekly phone calls appropriate? Are monthly lunch meetings too much?”

ASSISTANT SUPERINTENDENT, CSBO CRETE-MONEE CSD 201-U

While determining what the time commitment will be, work to ensure that some (hopefully most) of your meetings are in person rather than electronic or via phone. Face time is critical to the development of a trusting relationship with your mentee.

As time is a hot commodity for most business officials, schedule times and locations that are convenient for both parties. Consider planning meetings just before or after professional conferences or workshops that you both plan to attend.

2. PLAN THE WORK AND WORK THE PLAN.

Being well prepared for meetings with your mentee will ensure that your meetings are productive. Planning to “go with the flow” or let the mentorship develop naturally, may result in less time to focus on the development needed.

Successful mentors facilitate meetings by: • Preparing discussion topics in advance and • Identifying the need for additional topics throughout the process.

The School Business Task Calendar is a great tool to assist with your initial plan. Discussion topics can be planned based on the key tasks identified in the calendar. As part of your planning process, consider bringing documents you used in the past to provide your mentee as templates. While the needs of every district are different, it is always helpful to have somewhere to start.

3. IT’S BUSINESS, BUT IT’S PERSONAL.

Your mentee likely sees you for the brilliant, successful leader that you are. That level of respect and adoration is likely followed by feelings of ineptness or uncertainty.

In efforts to eliminate the intimidation factor, share your biggest mistake, regret or something you would do differently in hindsight. Your honesty and candor will likely inspire your mentee to share a story or two. Sharing war stories will help your mentee take you off the pedestal they likely placed you on.

In addition to planning for the critical tasks of an SBO, mentors should solicit specific topics of interest or concern from mentees before each meeting. If the mentee does not have many suggestions, ask probing questions to identify potential areas of focus. One of the most important things to remember when mentoring someone is, “We don’t know what we don’t know.” Oftentimes mentees don’t know what questions to ask. Once you’ve identified key discussion topics, consider how you plan to share the information in an expedient manner. As people learn differently, it makes sense to seek input from your mentee regarding his or her learning style.

Planning for your meetings will not only guide your discussions, but it will ensure that the meeting content supports the needs of your mentee, even the needs he or she does not know they have.

Once your mentee is comfortable confiding in you and sharing concerns openly, the mentorship will flourish. As the mentorship continues to evolve, remember that your mentee is sharing their personal thoughts and feelings with their trusted mentor. Maintaining confidentially is important to the ongoing success of the mentorship.

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4. SERVE AS AN ADVOCATE.

Effective mentoring is not just about the work; it is about the network. The best mentors know that they don’t know everything and mentees can benefit from having a diverse network of colleagues. Don’t miss opportunities to introduce your mentee to others in the field.

Conferences and professional development events provide perfect opportunities to assist your mentee with building a professional network. By making calculated introductions to those who may provide insight from a different perspective, you are ensuring that your mentee not only has a great mentor, but also has a great network to fall back on.

5. FOSTER AN ENVIRONMENT OF LEARNING. In the famous words of Steve Covey, “Seek first to understand, then be understood.” A good mentor recognizes when to interject and when to listen intently. In order to start the discussion, there may be a need to ask probing questions. Ask your mentee about his interactions with the board, the community and the superintendent.

Inquire about the financial condition of the district. Seek out the main concerns of your mentee.

Once you understand what is important, provide candid, consistent and balanced thoughts and feedback on the topic. Tell them what they need to hear, which may not always be what they want to hear. Dispense with the formalities and facilitate open, lively dialogue. Debating an issue is perfectly acceptable, as long as it is done in a tactful way. In the long run, your mentee will appreciate your candor.

A TRUSTED ADVISOR

Requesting to review a draft of your mentee’s work product might prove beneficial as well. Once you review the draft, provide thoughtful feedback regarding potential modifications to your mentee’s work. When providing feedback, be honest yet diplomatic. Mentors shouldn’t dictate action, but suggest modifications for the mentee to consider. After your mentee’s presentation, make time to debrief on their experience. Ask thoughtful questions to ensure your mentee is reflecting on their work.

While planned discussions and lessons are essential, mentors should also take advantage of teachable moments as they present themselves. If you had an experience that may prove insightful for your mentee, share the scenario and discuss possible outcomes. Sharing experiences can continue to foster a trusting relationship.

Serving as an advocate, confidant and adviser, an effective mentor strives to develop a trusted relationship with their mentee. Like any other relationship, an effective mentorship requires work, commitment and accountability by both parties to be successful.

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RESOURCES Leadership Starts With Why Most lessons and books on leadership have a very similar theme: to help a leader maximize results whether that is in dollars, followers or anything else. This, we are told, is the goal of any leader: to maximize profits while minimizing losses. But we lose sight of something when the bottom line consumes our attention.

More than Results Author Simon Sinek argues that there is something much deeper at the core of successful leadership, WHY. A leader or organization that conveys why what they do is important to their followers and consumers is in a position to inspire those who hear them. Inspired followers don’t need to be convinced; they will willingly follow their leader anywhere.

Leaders and Innovators One of Sinek’s favorite examples is Apple. What is it that makes Apple such a successful company? Many would argue that it is superior business sense or a better product. But that does not account for their impossibly loyal following. Simon argues that Apple’s success did not start with a business model; it started with WHY. Apple has found success because of their mission – to challenge conventional thinking within the computer industry. They have done so successfully for years now. Almost every one of Apple’s new products has changed the way people think about computers, phones and music. They found their WHY. Find Your WHY Companies like Apple, innovators like the Wright brothers and leaders like Martin Luther King Jr. hold a special place in our minds because they stood out among their peers. Their impact is not easily duplicated because they did something very special; they inspired others.

Sinek challenges his readers not just to take action, but also to reflect because action is meaningless if you are only concerned with results and short-term gain. In the end, chasing results alone will lead you astray. The most essential task for any leader or organization is to discover their own WHY.

On My List How Great Leaders Inspire Everyone to Take Action

By Simon Sinek

Overview: Any leader or organization can explain what they do and some can even explain how they do it, but very few can clearly articulate why they do what they do. WHY is what inspires those around us, that is the conclusion drawn by Simon Sinek.

In Start with Why, Sinek uses a multitude of real life applications to demonstrate that the best leaders are those who have inspired others to think and act differently. These leaders understood more than simply what they were doing or how they did it. They understood and were able to express WHY.

Inspired followers don’t need to be convinced; they will willingly follow their leader anywhere.

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Inspiring A Shared Vision

Resources to help you develop you and your staff Conduct a Personal Ethics Checkup pg. 34-37

Are you a school business leader who is faithful, one hundred percent?

Review the Illinois ASBO Code of Ethics and complete the ethics audit.

Illinois ASBO Code of Ethics -School District

www.iasbo.tools/schoolbusinessethics -Service Associate

www.iasbo.tools/serviceassociateethics Ethics Checklist

www.iasbo.tools/ethics_audit

Add to Your Leadership Reading List All titles are available for sale at Amazon.com LEADERSHIP JAZZ By Max DePree This book features thought provoking questions drawing the reader to a deeper understanding of what it means to be a leader. Learn about selfless leadership qualities such as honesty, integrity and looking through the eyes of your followers.

GRATEFUL LEADERSHIP By Judith W. Umlas Motivate and inspire your team, your board and your stakeholders by following the steps laid out by this book to build a culture of acknowledgment.

LEADING CHANGE By John P. Kotter Change is one of the most difficult processes for people to go through.

Learn to lead your team through change and avoid the pitfalls that can cause derailment during the change process.

TRANSFORMING YOUR LEADERSHIP CULTURE By John B. McGuire and Gary B. Hughes This book discusses theories and applications that can be utilized to bring about cultural change within your organization.

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RESOURCES

Build Your Mentoring Skills pg. 40-42 Seven Key Qualities of an Effective Mentor What does it take to build a productive mentoring relationship? How do you open yourself up to being mentored? This article discusses the mindset and commitment level needed to gain needed input.

www.iasbo.tools/7keyqualities

Five Effective Mentoring Skills Do you want to develop the mindset required to be an effective mentor?

Utilize these resources to set yourself up for success.

www.iasbo.tools/mentoringskills

Seven Habits of Highly Effective Mentors This article dives into mentoring culture and what it takes to be a leader in building that culture in your mentoring relationships. There are several key aspects discussed to aid the development of your mentorship skills.

www.iasbo.tools/effectivementors

The Six Habits of Highly Effective Mentors Learn some of the best habits of effective mentors based on JumpStart’s mentoring program.

www.iasbo.tools/mentorhabits

Seven Ways to Be an Effective Mentor This article discusses avenues to become a more intentional and informed mentor. Also learn the benefits of developing mentoring relationships for you, those you mentor and your organization.

www.iasbo.tools/becomingamentor

Illinois ASBO members can find all of these resources on the peer2peer Network online community under UPDATE Resources.

www.iasbo.org

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THE FINAL WORD SPEAKING OUT ABOUT LEADERSHIP WENDY J. FLAHERTY Dir./Finance & Operations Schiller Park SD 81

The school business official has a very unique leadership role.

They act as a partner and trusted resource to the superintendent.

The superintendent works to provide a vision by setting goals with the board to provide a quality education for kids. The school business official’s job is to juggle all these objectives with the financial constraints of the district. The leadership aspect comes in as the business official strives to get everyone working together to achieve the district goals.

You have to trust your team to accomplish your goals.

One thing I have learned as a school business official is that you have to delegate and trust your team to help accomplish the district goals.

Having everyone “pulling on the same rope” is the only way everything can get done. By delegating, you empower staff to learn, grow and play to their strengths.

The biggest leadership challenge I am currently facing is change.

We are currently changing our accounting software. This is an opportunity to improve processes and procedures. It is also an opportunity to create buy-in and change the way “things have always been done” by educating staff and helping them grow. It takes a lot of patience but is also a very exciting time to make a difference and help the team gain new skills.

When professionals are allowed to learn and grow, leaders will emerge.

PHOTO CREDIT: JENNIFER HAGEMEYER

Creating a culture of leadership requires a district to create an environment that is safe for staff to build relationships and trust each other. Professionals must feel respected and appreciated and they must be given an opportunity to learn new things in support of the district’s mission and goals. When professionals are allowed to learn and grow, the leaders will emerge and will be energized by the their ability to make a difference in the district.

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The People Behind Your Professional Development At each PDC Networking meeting, 18 committees gather to plan professional development for each unique aspect of school business management. Business officials and vendors come to make connections and address the latest challenges — resulting in powerful learning opportunities for all!

Your next opportunity to join the conversation on a PDC will take place at the 2016 Annual Conference!

Find out more at www.iasbo.tools/pdcnetworking