1

Leadership

for the 21st

Century

Emotional Intelligence, helping you lead effectively in an

ever changing organization.

Volume 1 April 2014

Innerworks

2

A word from

the Editor in

Chief...

Editor-in-Chief Lynn Hovde

Editorial Director

Ambra Dodds

Creative & Design Director Beatrice Gray

Illustrations and Humor

Denise Larue Sandra Vilas Ambra Dodds

Senior Editor

Heidi Simmons

Contributor Lorena Medina

Jennifer Marzocca

Contact Information

Brandman Publishing

(877) 494-7052

www.brandman.edu/Start-Now

(877) 494-7052

Innerworks

T echnological advances are creating a world in which change is occurring at

such a fast rate that it is hard to keep up unless one applies full effort, has the vision

to look ahead, and the innovation to bring that vision to fruition throughout action.

Those within an organization will want it to grow and prosper. Continual prosperity

requires continual growth. Thus, whether an organization is new or old, successful or

struggling, developing new processes and strategies should be of the utmost im-

portance.

One should study organizational theory and development to understand how to

produce effective organizational change. Organizational change is only transforma-

tional when a leader is innovative, current, visionary, and in tune with clients, staff,

and stakeholders. It is through an understanding of human behavior and social dy-

namics that a leader can harness the creative and driving energy for positive change

and best practices. Although change is the only constant, it is the way in which

change is managed that can produce transformational change.

Today's leaders must understand different theories in order to ensure a broader

foundation and greater potential for an organization’s successful change process. The-

ories of organizational development will keep a leader updated, and in the know on

best practices, strategies, and resources for organizational effectiveness. Just because

a theory fits one organization does not mean it will fit all organizations. By under-

standing multiple theories one is able to customize a theory that will fit one's needs.

Thus, not only are the needs of each organization different, but the needs within one

organization are constantly in a state of flux.

In Innerworks, we have focused on emotional intelligence as an important aspect

of transformational change within an organization. People are faced with various

challenges that impact attitudes and abilities, and those attitudes and abilities can im-

pact an organization. Understanding how everything is connected is important for

personal and organizational growth.

Not only is it important for leaders to embrace the concept of emotional intelli-

gence, but all of the stakeholders within an organization should be given an oppor-

tunity through assessment and training to develop their emotional intelligence. Emo-

tional intelligence includes becoming aware of one's emotions and reactions to others,

managing conflict, remaining positive when challenged, listening to one another, un-

derstanding other perspectives, and working well with a team. Emotional intelligence

is what empowers individuals within an organization to work together to move it for-

ward in new, ever-changing world--the 21st century.

3

contents

26

12

18

44

4 An interview with Dean Vogel by Ambra Dodds & Heidi Simmons

10 Book Review:

Emotional Intelligence By Jennifer Marzocca

12 Environmental Scanning:

Do or Die! by Beatrice Gray

18 Action Research by Lorena Medina

22 Collaborative Inquiry:

Enquiring minds want to

Know by Denise LaRue

26 An Interview with Organiza

tional Psychologist, Ernie

Mendes, PhD by Denise LaRue & Lorena Medina

30 Internal Consultants: The

untapped resource by Ambra Dodds

34 The High Road by Sandra Vilas

38 OD Intervention in the

educational field by Heidi Simmons

40 Decision Making by Lynn Hovde

42 Don’t B.L.U.F. Me By Jennifer Marzocca

44 Flipped Classroom by Sandy Vilas

4

22

“Two roads diverged in a wood

and I took the one less traveled

by. And that has made all the

difference.”

Robert Frost

40

4

Interview with Dean Vogel, President of the California Teachers Association By Ambra Dodds and Heidi Simmons

IW: What do you feel has been the biggest chal-lenge you have faced in becoming CTA president? DV: The hardest part for me, I think, is a personal thing. There is an aura about being the president of CTA. If I’m in Sacramento and I’m in a restaurant where lobby-ists and political people are, they all know who I am but I don’t know who they are. So there’s always this eye on me. I always think of myself as a kindergarten teacher from Vacaville and so what. I guess what I want people to know, even with our own members, is if I’m walking down a hallway and someone says, “Oh my God, there’s Dean Vogel,” it’s almost like there’s something different about me. There’s just this-- aura is a good descriptor--and I have never found comfort with that. And the other thing is, I’m your spokesperson when I’m sitting with the governor or when I’m talking with legisla-tive leadership. The kinds of things that come up are policy considerations around what teachers want and so the pressure to say the right thing and be appropriate is very great. When you’re representing over 300,000 peo-ple, you’ve got to listen really carefully. It’s a highly emotionally charged political job. I never set out to do political work, even though being part of a school is kind of political. I find myself saying and doing things behind the scenes that I never imagined I would do or say that are political. IW: You have held many positions within CTA. You have been with the organization as it has grown. There have been numerous changes under your leadership. Do you see yourself as a transforma-tional leader? DV: Transformational in the sense that I learned about CTA like you did. I was aware peripherally when I was in a building and getting involved with my local union. When I got to state council, I thought, “Gee this is a bigger thing than I had anticipated.” I was in my second year as a council member when I got elected to the CTA Board, and I was one of those disillusioned people be-cause I really felt that what the organization should be focused on is what is happening in classrooms. I was an instructional leader in every building I worked in be-cause I focused my time and energy in the pedagogy and the teachers that I gravitated toward were the in-structional-leader types. I was always involved with stu-dent teachers and always involved in building better practices, and I felt that CTA was not really paying enough attention to that. So once I started getting in-

volved more, like on the board, I really felt that CTA needed to change. I spoke up a lot at board meetings about how we needed a different focus, and I was told that I was naïve. I was told, “You’re a state-wide leader now and you’ve got to have a different set of priorities.”

What I learned is that when you become president of CTA you are really in charge of everybody. Transfor-mational in this sense--what organizations do to keep themselves strong and safe and vital is they take a pret-ty critical look at themselves and they make adjust-ments, and if you don’t do that, you get very rigid and stuck in your ways. That’s what we had become. We became very rigid and stuck in our ways. So I came along and I said, " We’ve got to take a more critical look at ourselves." If you want to transform an organization, one of the very first things you’ve got to work towards transforming is the culture. We have to know that it’s ok to argue with one another, it’s ok to be critical, it’s ok to question authority, and it’s ok to question leadership. What’s not ok is to be rude and disrespectful and bellig-erent. Differences of opinion and differences of ideas are necessary if you want to move to the next best place. What you need in order to be able to do that is, you need a leader who will bring people together and help people learn how to do that, how to maintain their sensibilities while their disagreeing over issues, and I think I do that really effectively.

IW: CTA recently undertook a program to improve communication. Would you explain how you deter-mined that to be a necessary project and the steps you took to implement the change? DV: About four years ago, state council rose up and said to the president before me, "We are tired of being told what to do. What we want is to do things differently and we want to start with CTA developing a strategic plan. We want CTA to be more thoughtful and more proactive in the way we do our business rather than just reacting to everything that happens." And what I did was I appointed a group that was very diverse. It includ-ed probably about 100 people representative of the diversity of the organization. They were diversified eth-nically, demographically, and in age, gender, even tem-perament. After an RFP was sent out, the board hired the Labor Education Resource Center from the Univer-sity of Oregon to come in and help us facilitate. We spent a year-and-a-half investigating. We touched about 30,000 members and developed these threads of focus, taking the profession back, or transforming the profes-

Innerworks April 2014

5

sion, advocating for public education, to keep it safe, building an organizing cul-ture, engaging the community, and or-ganizing unorganized workers. The fo-cus really was, "If you’re just trying to be the best second grade teacher you can be, say in Fresno, the question is, do you have as much right, as say, the president of CTA to have a say in what we do?" The answer is yes. That begs the next question. So how does that second grade teacher actually access the policy? Theoretically, it happens through state council reps. But, in reali-ty, it doesn’t work. Most of our people don’t know who we are. They don’t know what we do on their behalf. The only thing they know about us is when they look at their paystub a whole bunch of money goes to CTA, so we’ve got to figure out a way to bring us all back under the same tent. That’s what was really driving this. It doesn’t matter whether you are staff, or board, or you’re just trying to be the best second grade teacher you can be. We’ve got to learn to come together as one and figure this out. The thread that was running through everything was that we don’t know how to com-municate with one another in a way that will make us feel like we are connected, so we’ve got to figure out how to do that. IW: A follow up to that question, how will you know if that change has the impact you desired? DV: That’s a really good question. One of the things we did at this last meeting was appoint a group we are calling the Strategic Plan Coordinating Work Group. Their job is to going to be on the ground and all across the state, and there are going to be hubs of activity very much like when we repurposed state council for the election. We had hubs of activity. We will have hubs as centers, where we are going to pick a focus. Let’s say we are going to work on community engagement, and then we are going to start looking at what is hap-pening in various locals. One of the things we know is--and I’ll use commu-nity engagement as an example--sometimes there are existing structures within CTA that are actually problematic because they are in the way of us doing the right kind of work in the community. We’ve got to be able to identify what they are, and we either have to be able to change them or adjust them or elimi-nate them, and that is going to take some doing. Another thing is, there could be some kind of need for a struc-ture that we don’t even have yet. An example is that all of CTA communica-

tions, up until just most recently, have been CTA to chapter president and then chapter president to membership, and chapter presidents typically communi-cated to membership through rep coun-cil. Yet, we only bring presidents togeth-er once a year. Maybe we need a differ-ent kind of a structure. Instead of having a president’s conference once a year in summer, maybe we need to be bringing presidents together periodically. This is just an example of a structure that we don’t have that we could have.

I read this book a while ago called Sacred Cows Make the Best Cheese-burgers. It’s really about organizational change where you get into a rut be-cause you believe, “Well we’ve always done it that way and we are fine, I mean look at us.” You get kind of drunk on your own news clippings and you forget

that some of the stuff that you are doing is kind of a pain in the neck for everyone else but you just keep doing it. So we’ve got to be willing to take a critical look at ourselves and take the risk of changing some of the stuff.

IW: Can you describe positive and negative effects of social media and how they work with CTA? DV: I’ve got a Facebook page that I keep up myself. I look at it every day, usually in the morning and at night. One of the very first things I do is look to see where I’ve been tagged by somebody to see if it’s either an inappropriate state-ment or inappropriate picture or if it’s something that I don’t agree with. Be-cause the level of understanding of what Facebook is varies, you could post something and tag me and it, and it shows up on my Facebook page and I don’t even know anything about it. Then somebody else who looks at it thinks I put it there. So I regularly clean it. Peo-ple who don’t do that put themselves at incredible risk. Another thing is that I don’t post anything, ever, if my grandma couldn’t read it and feel ok about it. I’ve seen people post things that are just so inappropriate or disparaging about peo-ple or students because they approach social media as a private communica-tion and it’s not.

Another thing that is really interest-ing about social media is it can be a phenomenal mobilizing tool. I’ve been doing all of the organizing work neces-sary to get people to a certain event, and I’ve put hours of time in. Let’s say I’m working with a group of about ten to fifteen people and we need 300 people someplace on Wednesday. So three to four weeks before, we start talking to everybody and doing the work that we have to do face-to-face, eyeball-to-eyeball, touching as many people as we can, helping them understand how seri-ous it is getting commitments. Then, about a week before, we send out on social media, “Hey don’t forget this; get your calendar,” and two days before, and the day of. Basically we are using social media--we can be using twitter or text messages--to alert you to get some-

where. The opposite side of that is some people believe it is a sub-

stitute for doing the footwork. They think, "I really don’t have to meet with you and talk to you face-to-face be-cause I sent you a text message." Some people see it as a shortcut to the relational work you’ve got to do if you want to organize, and that’s the real danger of

it. Organizing is about building relationships, it’s relational, and

it’s hard to be relational in a two-dimensional or one-dimensional way.

IW: How do you determine your ef-fectiveness as president and how do members provide feedback to you from various levels? DV: What I try to do is give it my best. I take my marching orders from council and the board. Typically what happens is we have state council and then after state council we have a meeting. In that meeting, we debrief what happened and we look at all the directives that came from council. When I say we, it’s the officers and the cabinet, and it’s the executive director and the deputy in chief of council, and the controller, and the political director, and the communi-cations people, and we look at what we have and we make some determina-tions about it. Then we have to actually operationalize. We lay it in front of the board and we say, “Ok, what do we have to do?” And in all of that, what we have to do has certain directives to me, that I’ve got to do, and I try to pay enough attention to what’s in front of me and give it my best. When I’m not right, you know, as I’m going to hear it from the people who are close to me be-cause I’ve trained them to tell me.

When I became president of CTA, it wasn’t appropriate to challenge the

“If you want to transform an

organization, one of the very first

things you’ve got to work towards

transforming is the culture.”

Dean Vogel

6

president in a meeting. If you were in a board meeting, you were not going to challenge the president, and if you were in a cabinet meeting, you were not going to challenge the president. When I got elected to president in Feb-ruary, even though I didn’t take office until the following June, I was invited to the retreat that the cabinet goes on, to tell them what they were in store for. I told them, “The first thing you’re going to learn how to do is argue with me.” It could be that the best and the brightest in this whole organization sitting around this table, but I just don’t buy it because I know, I’m not the smartest person I know. So if you guys rely on me and the only thing we do is whatever I think, where we are going? We are in deep trouble. What I want is, when I put something out, I want to be pushed on it. I want differences of opinion, I want us to be able to argue with one anoth-er, and I will teach you how to argue.

I did the same thing to the board. Before I was president, it wasn’t un-common for the second day of the board meeting to have six or seven people coming in with their carry-on luggage getting ready to leave the meeting early to catch an airplane. Sometimes, we’d have four or five peo-ple gone before the meeting ended. I had always--when I was on the board and when I was an officer--calendared four days for the meeting: the day be-fore, the two days of state council, and the day after. That’s the board meeting. I told the board, David—the president before me—was really good to me. Even though there were some things he did that I disagreed with, he was kind and gracious to me, and I asked him if it be ok for me to meet alone with the board without him—you know, be-cause I was elected president but I wasn’t president yet. I wanted just the board people that were going to be with me. And what I told them was, "I expect you to give me two full days of a board meeting. Work hard, and if you’ll prom-ise me that you’ll stay in it, I’ll give you more work than you can handle." What I started doing was, instead of trying to cook the issue, like in the meetings I had been in before, we’d be asking ourselves, "Geez, we can’t even agree on this amongst ourselves, how are we going to show it to the board?" I would say, "Well, if we can’t agree on it, let’s put it before more people. Let’s teach them how to argue like we are learning how to argue and how to be critical." So, what I have now is a board that is really willing to work, and they’re learn-ing how to argue with one another and how to take different positions with one another, and they’re not personalizing it. When you’ve got people who argue

with one another, but do not get mad about it, that’s a real gift. And that’s all part of the new way.

IW: It’s interesting to hear you say that. People do not like to argue. DV: Yeah, there is a certain tension that wells up in you. Like, if I know that if I start arguing with you, you are going to get weird, you are going to get tense, you are going to get mad, you are going to get belligerent, or whatev-er, then two things happen. I either stop engaging you or I do but I lie be-cause I become more of a yes man. And so once I understand that it’s ok for me to have a difference of opinion, I am really open. During council, people understand that they can come to a microphone and they can have a differ-ent view than what’s coming from the side podium but they are still going to be treated respectfully and they are still going to be given their opportunity. The great thing about parliamentary proce-dure is that it, basically, is built to pro-tect the voice of the minority opinion, and we have always role played that , but we haven’t really practiced it. And what we’ve been doing is, we’ve been practicing it at every level. And so, I find comfort with the tension of differ-ences of opinion. I can all of the sud-den start feeling comfort in initiating differences of opinion. IW: When working with the CTA board, do you employ specific team building activities, and if so, can you tell me about a couple of them? DV: So, this isn’t so much team build-ing. I’m going to talk theoretical. There’s a great book right now. I think it’s a couple years old. It’s by Andy Hargraves and Michael Fullen. It’s called Professional Capital. The idea is that if you’re really building, if you really want to work, if you really want to be cohesive as a team, what you’ve got to do is, you’ve got to get to the point where when you’re at that professional level, you’re at that level of all for one and one for all. The way you get there is you start building social capital, which means instead of just being with you when we are in a meeting, I start spending time with you outside of the meeting. I start treating you as if you are somebody I’m invested in some-how, and to the degree that you start believing that I care about you. I care about how you feel and how you think, and even if it’s different than me, I val-ue your right to be different. When you get to that point where you understand that’s what I’m putting in front of you and you start doing that with others,

this incredible thing happens. People start opening up.

Let's pick an issue that we are working on. There’s stuff that you know about it that you don’t want to tell me. You’ll tell me some of it but not all of it. You’re holding it for some reason. Whether you’re holding it for leverage or you’re holding it because you want to be the one who gets the points for it, you know whatever that is, and I have that same thing. We get to a point in a relationship where you are just willing to say all of it, and me too. We are will-ing to just put it all there. That is trust. And when we get to that place with one another, then we can do anything. We can go anywhere. So the real question you are asking is, what are the things you do to get to that place? One of them is, you can’t build trust in people unless you give them opportunities to be trustworthy. I’ve got to be able to ask you what you want to do. I’m the president. I can put you in positions to do things that you really want to do. Talk to me about what you really want. If you tell me a bunch of stuff and you never hear from me again, that’s trou-ble. But if you tell me some things and I actually put you in that spot and you start building, here’s a good example.

I had a board member, who was a diehard conservative. Her first assign-ment as a board member put her in a liaison position with a committee where she had to move things around. There weren’t really any set and fast rules. You had to be able to think outside the box. What the board member tried to do was figure out some rules and then not deviate from them. It was a disas-ter. She was hating her time there. She was always tense and it was always icky. I had this other committee where the whole thing was bound by rules. It was structured and strict, and there was no leeway; you couldn’t fudge. You followed the rules, and if you didn’t it was a violation. And that is where I wanted to put this board member. I went to her and told her—I couldn’t have been more honest with her—I said, “Look, here’s the thing. You’re one of those follow-the-rules-at-all-costs kind of people. And by god, when somebody is over the line and breaking the rules, you don’t have any worry at all about just coming right out and tell-ing them so and that’s what I need. I’m trying to build this other committee that is good, and I need somebody with your temperament and stabilities doing that. I want to pull you off of this com-mittee and I’m going to put you in this other committee.” And she didn’t want to do it, and I said, “I know you don’t want to do it, but I want you to trust me. I want you to just do this, just try it, and

Innerworks April 2014

7

if it’s just awful for you, we’ll reconsider next year.” And of course, she loved it. She’s been at it for three years now and she’s good. I saw something in her that she didn’t see in her-self, but once I gave her an opportunity to find it, she found it and she found her voice and she has excelled and she’s been awesome. You know, we’ve got to be willing to do that.

IW: That brings me to my next point, are you familiar with emotional intelligence, and if you are, how do you use it in your role as CTA President and in finding future lead-ers? DV: We are a member-driven organization. You don’t apply to be on state council. You’ve got to somehow get some kind of a sense about it and get here and get elected. I like to think back to the school building. You can walk into some teachers' rooms, and you see them teaching, and you say, "Whoa, I wish I could do that." They are so good, it’s almost scary, and you just can’t imagine how they can do it. Some of those peo-ple just have this gift and they don’t know it. It’s the same thing in leadership. Some of the people that are going to be the leaders in this organization—say ten years from now—they’re not even building reps in their local. They don’t even know it. But they have that innate intuitive ability to lead. So folks like us, we have to tell them. We have to help them un-derstand that they’ve got something.

CTA does this crazy thing with me at conferences where if you register early, you get put in a raffle to have lunch with me. I said that was an awful idea, but the conference center disagreed. I’m thinking back to before I was on the board, and the last place I wanted to be, ever, was sitting with the presi-dent. I wanted to sit with my pals. I said, “People aren’t going to want to sit with me; they want to sit with their friends.” They said, “No, you’re different. Trust us. This is going to work.”

Well, at the last Good Teaching Conference, I’m at this table, and there’s this woman, maybe in her fifth or sixth year, and she is just going off on something. Let’s just say for argu-ment sake it was standardized testing. She was just saying all kinds of stuff and what she was actually saying, what was coming out of her is all the stuff that I have been saying over the last month-and-a-half in some of these back rooms in Sacramento, and all I could think about was "She has no idea how smart she is and how articulate she is." When she finally stopped to take a breath, I said, “So what are you doing in your local association?” And she said, “What do you mean?” And I asked her if she did anything in her local. She said, “I

teach third grade.” I said, “Look, I want your name and your phone number and your address. I want all of your contact information.” And I gave her something to write it down on. I filed it away because that is somebody who doesn’t know what she has. She doesn’t know the gift she has and the oth-er thing is she was quick on her feet. So one day when I’m talking to the governor and he says, " I want to hear from a teacher," and I bring her to Sacramento, and I bring her in front of him, and then all of the sudden she wakes up. Putting people in positions where they can find that gift in themselves is a very big deal.

IW: One common problem solving process is called col-laborative inquiry. Does CTA use this, and if so, can you give me some examples of how? DV: Yes, here is an example. One of our members emailed me last week with an issue and said, "I’ve got to get you to do this," and I said I would take a look at it. The first thing I do when I look at something is think about who is connected to this. I also wonder how many different levels in the organiza-tion I can put it in front of and get some feedback. We call it doing our due diligence. I want to get input from a number of people, and then I want to have enough information to actual-ly look at it, but I don’t want to be looking at the information by myself. So I get something from you and I get something from that department and I get something from legal and I get something from political, so now I’ve got all the data, and if I’m the only guy looking at it, we are still in trouble. So maybe it’s Eric (CTA vice president) and I who are looking at it, and may-be Joe (CTA Executive Director). There’s going to be some kind of an opportunity for a consensus around where we are going to go with this issue, and once we get there, I can get back to this person, and what I like to do is get that done rela-tively quickly. It can’t be something that happens in a month.

I saw the person who emailed me on the escalator when I was running from general session today. I had to be on a con-ference call at 1:00 and we didn’t finish general session until 1:20, so he’s calling me and he wants me to stop, and I tell him, "You have to follow me, you have to walk with me," and he came, and he was giving me all the stuff, and I said, “By the time we leave Sunday, I’ll have your answer.” That’s be-cause since I got his email last week, now I’ve got four or five people giving me their best thinking about what we are going to do.

Innerworks April 2014

8

Leadership Laugh Lines

9

Cartoon © Randy Glasbergen, used with

special permission from

www.glasbergen.com

10

It doesn’t matter what you currently know

about emotional intelligence (EQ) or in what

capacity you are employed. Emotional Intelli-

gence 2.0 is a must read for anyone who inter-

acts with people in any capacity on a daily

basis.

In today’s society, regardless of the gener-

ation, there is a definite gap between how

people manage their emotions and know

which emotions they are feeling in any given

moment: 36% of more than 500,000 people

tested were able to accurately identify their

emotions as they happen (Bradberry &

Greaves, 2009).

The authors’ approach to the content was

found to be effective and entertaining. By

walking the reader through a brief introduc-

Emotional Intelligence 2.0 Book Review by Jennifer Marzocca

tion about EQ and providing an easy-to-

understand explanation about the common emo-

tions people experience when interacting with

others, readers should feel as though they can

relate and actually learn from the content.

What makes this book such a valuable tool for

leaders is the care the authors took in explaining

the four skills needed to improve EQ. In addition,

they provided an assessment tool to gauge the

reader’s current level of EQ and followed up with

strategies for readers to utilize for further im-

provement in the areas they may need to work

on.

This is the sort of resource that is beneficial to

revisit as needed, especially the chart that dis-

cusses the five core emotions along-with relative

intensity of feelings.

Within the field of Organizational Development,

improving one’s emotional intelligence not only

improves the individual relationships, but can im-

prove productivity, thus adding to the organiza-

tion’s success. Any organization that seeks to im-

prove their productivity

will benefit from making

this tool available to its

leadership.

References

Bradberry, T., & Greaves, J. (2009).

Emotional Intelligence

2.0. San Diego, Calif.: Talent Smart.

“This book can drastically change the way you think about success.”

Bradberry & Greaves

11

12

13

Environmental Scanning,

Do or Die! By Beatrice Gray

Innerworks April 2014

In today’s competitive market,

managers and executives spend

time and money searching for the

next big innovative opportunity

that will set them apart from the

rest. On the other side of the

coin, they are also searching for

the potential threats to their suc-

cess that may be lurking around

the corner. Management Study

Guide (MSG) experts define this

process as Environmental scan-

ning, “possession and utilization

of information about occasions,

patterns, trends, and relationships

within an organization’s internal

and external

environ-

ments” (2014).

Environmental

scanning is an

important pro-

cess that can

help an organi-

zation identify

competitors’

moves and ac-

tions. Environmental scanning

can provide key information that

will improve the organization’s

financial and innovative perfor-

mance and early awareness of

changing conditions. This fore-

casting and analysis will create a

trustworthy prediction using quan-

titative and qualitative information

for finding opportunities leading to

success and threats that could

doom an organization to failure.

The theory behind Environmen-

tal scanning is described by Mor-

rison as simple as “scanning for

planning” (1992). There are two

types of scanning, internal and

external; these factors drive the

data when collecting, analyzing,

and strategizing.

Internal scanning focuses on

the organization’s existing and

potential clientele, customers,

employees or stakeholders. This

includes their vision, mission,

strengths and weaknesses. This

information can help an organiza-

tion determine the self-awareness

and management of emotions

between management, employ-

ees, and stakeholders. Emotional

intelligence is a key factor in the

success of an organization as is

brand awareness, organizational

structure, and the organization’s

natural resources (task environ-

ment).

External scanning looks at

your present state of social, eco-

nomic, technological, competitive

and regulatory factors and pre-

dicts the future by viewing and

searching the current industry,

the national environment, broader

socio-economic events (macro

environment) to create a sustain-

able competitive advantage with

the new knowledge. Gaining the

new knowledge will require strate-

gic planning.

Strategic planning uses for-

mal and informal methods of

scanning. An organization will

need to decide the level of com-

mitment it will choose, continu-

ous, periodic, or regular scanning

before they can determine if their

methods will be for-

mal or informal. This

will then determine

the type of scanning

you will use. Formal

and informal scan-

ning involve planned

(surveys, interviews)

or unplanned

(observations,

trends) efforts in col-

lecting data, analyzing it, then

creating an action plan that will

ensure organizational success in

the future. “New knowledge is the

key resource for creating a sus-

tainable competitive ad-

vantage” (McEwen, 2008). This

new knowledge brings with it re-

sponsibility.

One thing to consider, new

learning will change the mindset

of the individual, and the organi-

zation. Dissemination of the new

information is most successful

14

when involving others in the scanning and interpretation of the data. McEwen (2008) describes two types of

learning; “Single loop” and “Double loop.” Organizational adjustments will depend on whether the expected

or necessary changes in behavior are minor (single loop) or radical (double loop). It is through old

knowledge (tacit- intuition, explicit-formal data and cultural-assumptions and beliefs) that creates new

knowledge. However, training is necessary for best results, “There is no organizational learning without indi-

vidual learning” (Grant and Spender, 1996).

The methodology for collecting, analyzing and strategizing requires training in the scanning and structure

of scanning. The best results require

the Involvement of various stake-

holders to gain differ- ent viewpoints

and perspectives. This feedback

will increase the suc- cess in the pro-

cess by providing built -in accountabil-

ity systems. Finally, organizational

success will demand that the team

determine and agree on the level of

commitment of the environmental scanning in order to sustain long-term organizational success.

References: McEwen, T. (2008, January 1). Environmental scanning and organizational learning in entrepreneurial ventures. Retrieved

from https://brandman.blackboard.com/bbcswebdav/pid-6060590-dt-content-rid-6395361_2/courses/OL-201422-EDOL-

707-BN1/Environmental%20Scanning%20and%20Organizational%20learning%20%28McEwen%29%281%29.pdf

Minnesota Management & Budget. (2014, March 6). What is an environmental scan? [Web discussion]. Retrieved from

http://www.mmb.state.mn.us/stage3.

Morrison, J. L. (1992). Environmental scanning. Retrieved from https://brandman.blackboard.com/bbcswebdav/pid-6060590

-dt-content-rid-6395359_2/courses/OL-201422-EDOL-707-BN1/Morrison%20Environmental%20Scanning.txt

MSG. (2014, March 6). Environmental scanning-Internal & external analysis of environment [Web log comment]. Retrieved

from http://www.managementstudyguide.com/environmental-scanning.htm.

Beatrice Gray is an Elementary School Administrator who leads an innovative team of teacher- leaders seeking to stay

ahead of the curve using the process of environmental scanning. Her school has innovative programs that include an award

winning Dual Language Program, District recognized Response to Intervention model , District recognized Teacher Collaboration

model, and a nationally recognized Positive Behavior Intervention Support (PBIS) model. Beatrice is currently a doctoral student

in Organizational Leadership at Brandman University. She is happily married and enjoys spending her free time with her hus-

band and two beautiful daughters.

(877) 494-7052

www.brandman.edu/Start-Now

Environmental scanning is, “A disciplined and constant pro-cess of quantitative and qualitative information collecting, profiling and analysis. It can occur at any point in the strate-gic workforce planning process and provides a structured view of the internal and external environment of the organi-zation. It is a decision framework that provides a pivotal view of the future” (HCI, 2010).

15

Emotional Intelligence Wordsearch

T A G X J L B Y U O L A W S L I S T E N I N G A O T D H F S Y K W G X R

R L H P N W O P E N D O O R A A C T I O N P L A N E T K S P V N U I T M

I A F U R W C L J A E T O C F Q D N I G S K N Q E N M E Z V I D H T R G

P U B T C O M O L N G T Z I B T V V L O B V Q J E J N Q Y J S X Z C E N

P G L Y E G B T M E Q C Y K K Z F S T R E S S M K E M P N P U T C C L Q

L H I O D L D L W P I Y C C C U Q S U E J P E C R G Q B U S A T Q F A S

E N F M H Z G W E X E E V V Q S H I E Q J G F A D I R E C T L D D E T P

E K K Z A S G A D M H T P B L J X I Z T A T W V G T N R H G I V D E I X

F A V E X I U J K T S I E A X L X E X N Q A B M E N T A L P Z R W L O W

F M L I G S D C A Z V O O N U S A U A D L D T T Z A S S T X E N E I N I

E P C J I I X E C D W G L X C J I M W A K R C S T J Y G B D N C G N S B

C I H B X S R R N E L U X V I E F T I K O L U O K Z C V W P N S N G H M

T C F R U B M B D E E A V E I L X C U F M O N R M N V K B E I W Y S I S

U O V B R E E D H L X D L R E N O R M A I Y A K T M A C G R X M N L P U

V N N M D S X T N W W L I S K S G O Y R T U F S Q J U I I K P V V F M E

Z S R T G W Z F Q K B D D N E A C F U V P I U J R C L N A S T W D G A D

N T F Z L C U L T U R E E R G S B C R X U R O Z J L X S I C X K Y R N P

S R Y L S N Z P K A A U C E I A W J I F T E N N E A R B S C G X E R A P

M U A F T D T L V R P U I D D G L F S C S G G T A E W Y D O A O I Z G H

O C X A Q L A P V W S W S P H B S Q H A W K N Z G G R E E T X T A T E Y

Y T O E M I A R L N M X I R E E B T I I Z I I G Z K V Z M S F Z I L M S

C I U Y C X S Z O G J Y O Z R R S W L P L C I K E O S Q Q C T T T O E I

O V W O C M K T T V P V N E F W S X P A N R K K W E A F J M A B H V N C

N E S S K V T R E I T U S B S E U O N J T V V W I L J P N O R P F R T A

V J A C F U J Y P M G O R U L S E O N H D K S G R E K J P M U Y U B V L

E O C C B W K H P R A C T I C E I D H A B Z E P P M I P X R N R J O P L

R L L K R O J Y Z Z D W L Q I T F O B A L T E O I O F A F W A D N L W Y

S X O A R D L L C B M N G H O B W P H A A I S L I T A T Q L S I U A K E

A V U T F F S J M O I M F M Y J G Z T R C C T E F I B I R M Y I S S L Z

T A C G R E M Z O H S U E H M T E V T Q U K W Y S O Q E N E E F F A J K

I L R I A H B O O H E K Z V H N D S Z B W Q S P C N U N J R D N M T L M

O U F E T N H R D S D M L I M I T A T I O N S T O S W C C V O E T W D L

N E P Z B O D Y L A N G U A G E F S T P H W V K G C H E Z T W F R O S R

P S H L V U X H W X Q U E S T I O N J P U P P G A T G D D N W E E E R J

C L D W T F D S E L F A W A R E N E S S W E P B J O S V P O J Y Y D J J

D U H E Z G H O Z V V A G R R A H P E R S O N A L S D J S H U Z Q Q Z S

action plan

appraisal

body language

breathe

buttons

communication

competence

constructive

conversation

culture

curious

decisions

direct

discomfort

emotional intelligence

emotions

feedback

feelings

goals

greet

hawk

journal

laugh

limitations

listening

mental

mentor

mood

open door

patience

personal

personality

physically

practice

problem solving

question

relationship management

ripple effect

self awareness

self management

situation

social

social awareness

strategies

stress

succeeding

triggers

trust

values

visualize

16

The Wisdom of O.D. By Denise LaRue

17

Professional Development

Presenters: Heidi Simmons & Ambra Dodds

How to Apply Technology in the Classroom

Are you interested in learning how to apply the technology in your classroom? Come spend the day discov-

ering a digital classroom can help students become successful learners. Students can learn how to create

products and interact through their own personal websites. You will leave with a list of digital websites for

immediate implementation in your classroom.

June 2, 2014 8:00 am – 3:00 pm

Location: Corona Norco Teachers Association Office Building

The

Digital

Classroom

18

Action Research: Innerworks April 2014

A Collaborative Theory to Solving Educational Issues

By Lorena Medina Are you in a position to make decisions or to take

action in your organization? Do you see issues in edu-cation that need solutions, but you don’t know how?

Would you like to find solutions through an empower-

ing experience? If so, then Action Research is for you.

What is Action Research?

Action research sounds like your stereotypical re-

search with number crunching and interpretive re-sults, but in fact it is not. It was first introduced by a

social psychologist and educator Kurt Lewis in the

1940’s. He used this term to capture the idea that practitioners could solve problems by translating data

into practical, actionable knowledge. Educators gather

data relevant to their organizational needs, intervene in their processes, and evaluate their results

(Anderson, 2012, p.20, 95).

Action research is a collaborative process for work-

ing

Figure 1.1 General Action Research Process

together with members in your organization through a series of purposeful and thoughtful activities while

dialoguing in an effort to identifying the issue and

making decisions that will lead to a desirable outcome. Action research is “learning by doing” (O’Brian, 2001).

They generally follow a cycle (Figure 1.1) “where an

initial problem prompts diagnosis, planning action, tak-

ing action, and evaluating results. Once the results are

evaluated, the cycle begins again (Anderson, 2012,

p.98). In this model, both theory and action are close-ly blended.

What Does It Look Like In Education?

Educational action research can be engaged by a

teacher, an administrator, or a group of colleagues that share a common issue. It has become very popular

in the education field over the years. The focus is

mainly on the development of curriculum, professional development, and applying learning in a social context

(O’Brian, 1998).

Practitioners have adopted the general action re-

search process and added a couple of steps to allow teachers and administrators to look at their organiza-

tional issues and create a changes within. The educa-

tional action research cycle includes seven steps (Figure 2.2).

Figure 2.2 Educational Action Research

Led by a teacher or an administrator, the first

step is a series of reflections in selecting a focus/

issue and creating research questions to address the issue. This is a discovery stage that identifies the

educational issue to be examined as well as member’s

values, beliefs, and theoretical perspectives.

The second step is assessment and framing of the

issue. Teachers and administrators collaborate to

19

identify the current issue and formu-

late research questions meaningful to guiding the inquiry.

Third step is planning and design-

ing. Together the group collabo-

rates in triangulating qualitative and quantitative data on the issue.

Trends and patterns are identified.

Possible solutions are identified and explored that align with the needs of

the classroom or school. This infor-

mation can be obtained from the stu-dents and teachers on that site. This

step is ongoing, even as practitioners

move on to the next steps. All mem-

bers are engaged and dialogue about the best practices as they develop a

detailed plan to put into practice.

Step four is Implementation. The

intervention or plan is carried out to solve the issue. Data of the outcomes

and process are obtained by all mem-

bers, all along.

Analysis is the fifth step. The new results are evaluated for an

emerging phenomena. Practitioners

debrief and look for a connection be-tween the educational solutions and

the advancement to resolving the

issue.

After analyzing the relationship, practitioners can evaluate the pro-

cess. Teachers and administrators

talk about what worked, what was missed, what could have been includ-

ed or changed.

The final step in educational action

research is dissemination. Teachers and/or administrators look at the

outcomes. A decision is made on

whether the intervention worked or not. If so, implementation continues.

If the implementation of the plan

was not successful, one returns to

the planning and designing stage.

What Will I Get Out of It?

Applying action research is worthwhile for educators for several

reasons. Teachers are solving issues

in their own environment while help-ing their students succeed and trans-

forming knowledge into something

meaningful. Reflecting on the issues that impede teaching allows teachers

as well as administrators to grow to-

gether and gain confidence in their job. Teach-

ers get to

work with other col-

leagues on

issues that affect not

only one but

many stu-

dents. This collaboration allows them to dialogue with others on teaching

styles and teaching strategies. The

contributions to questioning, planning, and asking action are both inspira-

tional and motivational in creating

change within the organization. It allows teachers and administrators to

open the lines of communication and

have a voice while reflecting on their own practices and learning from col-

leagues.

If this sounds like the changes

you would like to see in your organi-zation, take action.

References

Anderson, D. (2012). Organizational de-

velopment: The process of leading organ-

izational change (2nd Edition). California: SAGE Publications.

Ferrance, E. (2000). Themes in education:

Action research. Northeast and Islands Regional Educational Laboratory at Brown

University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/

brown.edu.academics.education-alliance/files/publications/act_research.pdf

O'Brien, R. (2001). Um exame da abordagem metodológica da pesquisa ação [An Overview of the Methodological Ap-proach of Action Research]. In Roberto

Richardson (Ed.), Teoria e Prática da

Pesquisa Ação [Theory and Practice of

Action Research]. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) Available: http://www.web.ca/

~robrien/papers/arfinal.html (Accessed 20/1/2002)

Sagar, R. (2000). What is action re-search? Guiding school improvement with

action research. Retrieved from http://

www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx

University of South Wales (2008). Edu-

cation action research: An overarching

methodology for articulating HERG re-

search activity. Healthcare Education Research Group. Retrieved from http://herg.research.southwales.ac.uk/process/

Lorena Medina has

been teaching for

the last 15 years.

She taught every-

thing from 1st grade to 5th

grade. She has a B.S. degree from

Cal State Fullerton in Child and

Adolescent Studies and a M.A. with

emphasis in Curriculum and In-

struction and Technology from

Chapman University. She is current-

ly a doctoral student of Organiza-

tional Leadership at Brandman Uni-

versity. She has been married for

almost 14 years and has two boys,

ages 9 and 12. She enjoys family

trips, reading, drawing, and sing-

ing. Life is too short to let it slip by.

20

Transformational Leader/Emotional Intelligence

Crossword Puzzle

21

Transformational Leader/Emotional Intelligence

Crossword Puzzle

Across

5. a person who takes responsibility for moving the team forward

8. your ability to understand other people’s moods, behavior and motives in order

to improve the quality of your relationships

9. involves controlling one’s emotions and impulses

10. uncompromising adherence to right moral and ethical conduct or principles;

honesty

11. your ability to stay aware of your emotions and manage your behavior and

tendencies

12. the ability to sense, understand, and react to others; emotions

13. state or instance of being accountable (something within someone's power)

14. the ability to read one’s emotions and recognize their impact while us-ing gut feelings to guide discussion

Down

1. deserving of confidence or reliance on the strength of a person; reliable

2. taking serious attention to; devoting; protecting; having concern for

3. identification with the feelings, thoughts etc. of someone; sympathy

4. truthfulness, sincerity or frankness; freedom from deceit

6. the ability to recognize and understand emotions in yourself and others, and your

ability to use this awareness to manage your behavior and relationships

7. the ability to inspire, influence, and develop others while managing conflict

( Solutions on page 33)

22

Collaborative Inquiry: Enquiring

Minds Want to Know By Denise LaRue

Collaborative In-

quiry (C.I) has

many variations.

At the heart of

them all is the re-

alization that in

order to prosper,

organizations

must continue to

keep pace in a

rapidly changing

environment. It is

evident the old

“top down” meth-

ods of manage-

ment are no long-

er sufficient. In

order to grow a

company it has

become essential

to “grow it’s peo-

ple.” Workers to-

day are no longer

content to have a

paycheck as the

only incentive to

give a job their

all. Today’s work-

force wants more

and today’s em-

ployers do, too!

So, how can an

organization navi-

gate change? How

can we attract and

keep the most tal-

ented individuals?

Motivate and in-

novate? Compet-

ing methods share

several key fea-

tures including:

collaboration,

contributions,

critical questions

and connected-

ness. How do we

know which one

we should devote

our time and re-

sources to? The

Thin Book of Ap-

preciative Inquiry

by Sue Annis

Hammond (1998)

was written in re-

sponse to just

Many Methods, What’s

the Scoop?

such questions. Apprecia-

tive Inquiry is generative,

continually being recreat-

ed by it’s users and is a

thought process not a “fad

of the month training,” ac-

cording to Hammond. The

first step is to stop looking

at the organization as

“something broken and in

need of repair.” Hammond

says focusing on problems

only amplifies them. She

suggests, if we focus on

what we do right, we am-

plify the things that are

good in our organization.

As a public school em-

ployee, I was relieved to

hear someone say focus on

what you are doing right

and do more of that. In

light of continual public

school bashing, that was a

refreshing change of pace.

There truly are pockets of

excellence in most organi-

zations, mine included. In

fact our district motto is,

“Excellence on Purpose.”

It’s time to fill all of those

23

pockets and infuse the entire

system with “best practic-

es.” Then we can all be ex-

cellent on purpose! Easier

said than done. How do we

do it? What about the nay-

sayers? What would that

look like in practice? We are

trying to align our behavior

to successfully implement

the new Common Core

State Standards, but we are

still a way off from any col-

lective impact. But at least

with Appreciative Inquiry

we are paving a pathway.

Take a peek at the following

example.

To move an organization

forward it has to be a group

effort, and the group has to

choose a topic to focus on

that is worth being magni-

fied by our attention. The

topic then guides our ques-

tioning about what works in

our teams. To accomplish

this, Appreciative Inquiry

moves through four phases:

(1) Discovery: Where we

figure out “What is Work-

ing.” To replicate successes

people have to recognize

what their organization does

right. (2) Dream: Envision

“What Might Be.” We look

at where we want to be, say-

ing, “We can do that!” (3)

Design: Dialoguing provoc-

ative question about “What

should be” that are ground-

ed in reality. (4) Destiny:

People are more comforta-

ble moving forward into the

future (unknown) if they

carry forward the best parts

of the past (the

known).

Collaboration is be-

coming the standard.

Appreciative Inquiry

is a proven tech-

nique to transform

an organization.

Hammond calls it a

future that is a collage of the

Bests.

Reference

Hammond, S. A. (1998). The thin book of appreciative inquiry (2nd ed.) Thin Book Publishing Company

Innerworks April 2014

Why Collaborate?

Denise LaRue teaches

elementary education and

aspires to be a principal.

Denise has a Master’s

Degree in Educational

Administration and says her biggest joy in

life is her grandchildren. Denise lives in

the wonderful little horse town of Norco,

California with her husband of over 40

years, John, and four obnoxious dogs, Free-

ta A. Goodhome, Tecate, Freckles, and Jor-

dan.

24

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Photo by Richard Wille

25

26

An Interview with Organizational

Psychologist

Ernie Mendes, Ph.D. By Denise LaRue and Lorena Medina

We were first introduced to Dr. Mendes when he was a

keynote speaker at Brandman University’s 2013 fall immer-

sion. Later, he was hired as a professional development con-

sultant to help our elementary school with the transition to

Common Core, Positive Behavior Intervention Support and

focus on Student Achievement in support of our district’s

Local Control Accountability Plan. Dr. Mendes’ background

in Emotional Intelligence, brain based research, and Organi-

zational Development philosophy led us to seek him as an

interviewee as a Transformational Leader.

Q: Tell me about your background and current

position?

I’m a professional development trainer, organizational

consultant and keynote speaker. I have been providing train-

ing and development since 1988, working for teachers, clas-

sified staff, principals, and superintendents. I’ve trained

managers, scientists, researchers, law enforcement, engi-

neers, sales and marketing professionals, corporate trainers,

corporate officers, business owners, and other leaders from

companies such as: General Atomics, Genomatica, Synter-

act, UCSD Rady School of Management, Georgia State Uni-

versity Health Center, El Paso Educational Leadership Or-

ganization, City Planning Departments, Internet Technology

Companies, and Engineering companies. My professional

background includes a combined 23 years as a secondary and

post– secondary educator and 11 years as a licensed psycho-

therapist in private practice.

I have a Ph.D. in Organizational Psychology. I was one

of the first to do a doctoral study on Emotional Intelligence

(EI). I studied The Relationship Between E.I. and Occupa-

tional Burnout. My book Empty the Cup Before Y ou Fill It

Up provides practical activities to build effective relation-

ships at work and in a classroom setting using EI theory and

neuroscience. My book Engage 4 Learning uses four main

brain systems to engage Kindergarten through Adult learn-

ers in the classroom and in training settings. I present na-

tionally, regionally, and locally. For more information visit

erniemendes.com

Q: What do you value most about being a leader?

The opportunity to make a difference.

Q: The educational system is going through a number of

changes or challenges, which do you feel are the most

significant?

The educational system is always going through a num-

ber of challenges and changes. Right now Common Core

Standards seems to be at the forefront for many districts.

Besides the curriculum piece, the safe schools and student

support services area continues to provide mental health

services and research on the impact of trauma on student

success. Initiatives in our education system are always try-

ing to close the perceived gap between other countries

achievement scores and the U.S. Some argue that the U.S. is

still the most creative country in the world and attracts those

from other countries who want to pursue thinking outside of

the box. Others argue that based on standardized tests,

American schools are always lagging behind in math and

science.

Q: From your observations, to what degree do the peo-

ple in the organization understand and buy into the need

for this change?

To varying degrees. Regarding Common Core, some say

they have already been teaching “this way,” so it is no major

change for them. For others, they feel it is quite a change in

how they approach the classroom–going deeper in subject

matter and facilitating learning rather than inputting learning.

27

Q: If low degree, how have you helped them understand the case for this change and engaged them in ways that are energiz-ing and inspiring, rather than threatening?

Showing them practical ways to begin implementing these changes and to start with making connections to familiar practices.

Q: What is in it for the people of an organization to want to make this change succeed?

In education, it is always about people feeling like they are making a difference.

Q: How do you motivate people?

Acknowledge their efforts, successes, and positive assumptions. Demonstrate empathy by communicating how challenging the work of developing young minds is and that non–educators don’t really understand that. Then give them practical, easy-to-implement strategies to use immediately. Give them an experience of the strat-egy. And, provide the reasons and research for why these strategies work.

Q: Do you have an enterprise-wide change strategy for accom-

plishing your outcomes– and your various initiatives– that peo-ple can understand and align behind?

The more simplified and succinct, the better. It starts at the

top. Leaders have to buy into the change itself and have the fidelity

to making the changes work. They need to provide the support and

resources to implement the change. Change initiative should begin

with sharing information: telling, not selling, why the changes are

being made (future trends, strong research, current model weakness-

es, etc.). Second, personal concerns must be addressed. All

change involves loss and loss involves feelings of grief. Particularly

the emotion of fear, which is caused by uncertainty, can be chal-

lenging. People need a place to share their concerns. They need to

be assured that they will have the resources and support to make the

change. Then implementation of change is possible. In the imple-

mentation stage, people need to know where to turn if they have a

problem. It is also useful to know that when change is being imple-

mented, things may get temporarily worse before they get better.

Q: Is there a management philosophy to which you adhere?

Several. “Do less and do it better,” “Validate before redirect-

ing or correcting,” “Be, what you want them to be,” lead by exam-

ple, and “Get the right people on the team.”

Q: Describe a time when you felt the team performed well.

How did emotional intelligence play a role?

Emotional Intelligence always plays a role in leading teams and

within teams. Having self-awareness and other awareness are es-

sential skills, competencies, or intelligences that facilitate team

chemistry and cohesion.

Q: Describe one of your proudest moments in your position?

When teachers and administrators report back how they are

implementing and using the tools I’ve shared with them and the successes they’ve experience as a result. One Sunday night I re-ceived a voice mail from a year-two high school teacher who was

heading back to class the next morning after having been off for a week. The school was reeling from a shooting that left several stu-

dents dead and many others in shock. He shared how thankful he was for learning strategies in my workshops that he could use with

his students to help them cope as they returned to school.

Q: Tell me about some of the leaders who inspire (or in-

spired) you. What made them inspirational?

Jack Canfield co-author of Chicken Soup for the Soul and Eric Jensen brain-based learning pioneer. They were doing what I was

doing but on a larger scale– globally.

Q: Why do like helping others?

In the end, that’s all there is: using your skills and gift to assist others to reach their dreams. It’s a vocation.

Q: What do you get out of it?

Satisfaction that I am living my purpose.

MTC

Mendes Training & Consult-ing, Inc.

Contact Ernie directly at 760/994-8880

email: emendes@erniemendes.com fax: 760/944-9468

28

MTC Mendes Training

& Consulting, Inc.

Create more mental and emotional space for learning and working using Empty the cup strategies!

Since 1988, Dr. Ernie Mendes has helped tens of thousands of teachers engage

their students, increase achievement, and improve behavior. He has assisted leaders in building effective teams, and managing challenging personalities.

Through his keynotes, trainings, books, and coaching, Ernie has helped individu-als become more productive and satisfied with their work and their relationships.

Leadership Topics

• Emotional Intelligence & Peak Performance • Resilient Leadership During Times of Change • Brain States at Work—Using your Creative Thinking Power • High Performing Teams • Coaching for Development (Coaching Tools in the Organization) • Executive Coaching KEYNOTE: Take this Job and . . . LOVE it! Tools to Thrive in Challenging times

Copyright 2012 Mendes Training & Consulting, Inc. All rights reserved.

phone: 760-994-8880

fax: 760-944-9468

used with special permission from the author emendes@erniemendes.com

29

The Future is in

Your Hands

By Beatrice Gray

Recently, the Innerworks team scoured through countless magazine racks in their local gro-

cery stores, libraries, bookstores, and doctor waiting rooms and perused the latest online issues

on their digital readers in an effort to “read” the future! This process, known as Environmental

Scanning, serves to assist organizations find the hottest trends and patterns that consumers find

of value and importance. Organizations must continually stay ahead of their competitors to

maintain and gain consumer’s trust and long-term loyalty to their product or service. When

closely analyzing information, any viable leader will find what could very well be the nuances

and trends that will change his or her organization to meet the future needs. Reading through a

variety of magazines provided our team the opportunity to hold the future literally in our hands!

The following are trends that we as consumers, clients, and organizations find as priorities in

the world today but that also give us a glimpse into the future.

30

Internal Consultants: The Untapped Resource By Ambra Dodds

The Corona Norco Unified School District (CNUSD), along with thousands of other dis-tricts across the United States, is preparing for the implementation of the Common Core State Standards (CCSS). All districts in California will officially make the change to the new standards in the 2014-2015 school year.

CNUSD has been transitioning to the CCSS during the 2013-2014 school year. The transition has been any-thing but smooth. The district has been learn-ing about the standards as they roll them out. During this time, there has been frustration from stakeholders at all levels, including teach-ers. The teachers’ frus-tration stems from them not feeling they are get-ting the training they need.

Education Services, a department within CNUSD, was given the task of educating and training 2,400 teachers. The information and pro-fessional development

provided to teachers at the beginning of the school year received consistently negative feedback from teachers. In response to the nega-tive feedback, the Edu-cation Services depart-ment decided to bring in consultants to help guide them through this transi-tion.

The consultants were recruited from within the 2,400 teachers who were being educated and trained in CCSS. Af-ter meeting with the teacher consultants, the department realized that they needed to increase motivation, improve communication, and en-gage teachers in order to achieve the goal of having all teachers ready for full implemen-tation of CCSS in July of 2014.

By utilizing internal consultants, the district has saved on the cost of bringing in an outside company. Internal con-sultants also save time and have more knowledge of organiza-tional culture and prac-tices. They have already

“If your business

is considering

hiring consult-

ants, consider

starting from the

inside.”

Ambra Dodds

31

established relationships with their peers and have a greater stake in a successful outcome (Anderson, 2012, chapter 5, Ta-ble 5.2 ). External consultants would have needed time to get to know the in-ternal structure of the district as well as what has been done so far.

The teacher consultants have been working with Educational Services for three months. Within that short time, positive teacher feedback has increased from about 15% to about 85%. The con-sultants are still working with the district and that number is expected to increase further.

During the past three months, the consultants have taken on a more in-volved role, including facilitating profes-sional development sessions. The con-sultants report that this increased in-volvement has been a very positive ex-perience.

If your business is considering hiring consultants, consider starting from the inside. You most likely have qualified candidates who know your company and have the knowledge to save you time and money while making the needed recommendations to move your compa-ny forward. According to Rouen, 2012, many companies, such as Johnson & Johnson, IBM, and Motorola use internal consultants to help their businesses grow. The leading external consultant company, McKinsey & Company, pub-lished an article in McKinsey Quarterly about the importance of formal and infor-mal networks within an organization. Alt-hough the article does not use the term "internal consultant," much of what they refer to can be related to internal consult-ing.

Hire individuals who share your vi-sion, have a good work ethic, and whom you believe will be a benefit to your or-

ganization. Tap into those resources. In-ternal consultants will share your desires to do what is best for your organization. If you believe your organization would benefit from consultant services, why wait? References Anderson, D. L. (2012). Organization development: The pro

cess of leading organizational change [Kindle Edition]. Re-trieved from Amazon.com

Bryan, L., Matson, E., & Weiss, L. (2007). Harnessing the power of informal employee networks. McKinsey Quarterly. Retrieved from www.mckinsey.com

Rouen, E. (2012). Inside job: Consultants don’t need to be outsiders. CNNMoney. Retrieved from manage ent.fortune.cnn. com/2012/01/inside

Ambra Dodds has been an elemen-

tary school teacher for 15 years. She

is currently teaching in Corona, Cal-

ifornia. Ambra has held, and cur-

rently holds, many leadership positions within

her district. She holds an Administrative Creden-

tial as well as a Master’s Degree in Education and

is currently working toward a doctorate of educa-

tion in Organizational Leadership. Ambra serves

on the Corona Norco Teachers Association execu-

tive board as a CTA State Council Representative.

When she isn't working, Ambra enjoys spending

time with her husband and family.

32

33

Transformational Leader/Emotional Intelligence

Crossword Puzzle

Solution

Across

5. leader

8. social competence

9. self-management

10. integrity

11. personal competence

12. social awareness

13. responsibility

14. self-awareness

Down

1. trustworthy

2. caring

3. empathy

4. honesty

6. social intelligence

7. relationship management

34

The High Road by Sandra Vilas

Stories about unethical leaders seem to cover

the headlines. We know that unethical leadership

can ruin a company. In the 21st century, ethics

plays a crucial role in determining success or fail-

ure. Society is becoming impatient with selfish

and irresponsible actions.

Hewlett Packard made a commitment to ethical

integrity under the leadership of Carly Fiorina.

The former CEO of Hewlett-Packard said of her

six-year tenure, “Some of the most important

choices I ever made were firing people who were-

n't conducting themselves with integrity” (Weil,

2007).

R. J. Reynolds Tobacco Company was caught

covering up what they knew to be factual about

the addictiveness of nicotine. Accepting unethical

choices to increase the bottom line and justifying

it as “not really illegal” creates a climate that ulti-

mately can cause permanent damage to a compa-

ny. Organizations who focus on ethical values

will find success in the 21st century. The issue of

responsibility is fundamental to understanding

organizational ethics. Unfortunately, irresponsi-

ble organizational behavior is all too common.

The underlying cause of questionable ethical be-

havior is often greed. The bad news for those

who have demonstrated questionable ethical

choices is that society is on the alert to unethical

behavior.

One definition of business ethics is “a set of

principles that guides business practices to reflect

a concern for society as a whole while pursuing

profits” (Kilcullen & Kooistra, 1999). The need

for values is more than a legal or moral responsi-

bility; emphasis on ethics training needs to be-

come a focus in all organizations. In today’s

35

highly competitive world, leaders

have many issues to consider.

They must keep up with techno-

logical changes, competitors'

products and services, the effects

of globalization, and opportuni-

ties and threats within their own

industry. Successful organiza-

tions are frequently looking at

their strategies and goals with a

focus on their core values. It is

not an easy task to make room

for an abstract priority when the

primary concern has historically

been the bottom line. However,

to succeed in the 21st century,

organizations will have to decide

how to make ethics a priority.

Ethics must affect decision-

making, and ultimately, organi-

zational culture. To achieve this

ideal, there must be an alignment

process that combines business

ethics with mission, vision, val-

ues, strategies, and goals. Ethi-

cal values are essentially social

in nature; therefore, this align-

ment process will be concerned

with relationships and defining

relational expectations. The goal

of an ethical organizational cul-

ture is the greater good of all. As

a result, people are treated well

consistently and an ethical cul-

ture emerges.

Today’s organizations need to

look beyond a view of ethics as

necessary for safeguarding their

reputation and avoiding bad me-

dia coverage, or as mere compli-

ance with forced regulations. A

great opportunity awaits organi-

zations who see the potential of

ethical values in shaping the fu-

ture.

Rushworth M. Kidder is the

founder and president of the In-

stitute for Global Ethics, an or-

ganization whose research has

identified four key factors in cre-

ating a values-based culture.

These factors include:

Shared core values Accord-

ing to Kidder (2001), there are

five core values found in some

form in every culture worldwide.

They are honesty, respect, re-

sponsibility, fairness, and com-

passion. A values-based culture

will make these core values the

driving force in decision-making.

Common language Em-

ployees need a language of ethics

that allows them to communicate

easily about issues that are sensi-

tive and difficult to discuss. Ef-

fective ethics training programs

provide the common language

needed.

Commitment at the

top Ethics training is insignifi-

cant without top-level executives

who are effective models. To

create an ethical culture, leaders

need to reward those who con-

36

sistently make ethical choices and acknowledge

those who choose to do what is right.

Moral courage Kidder (2001) descr ibes moral

courage as “the quality of mind and spirit that ena-

bles one to face up to ethical dilemmas and moral

wrongdoings firmly and confidently, without flinch-

ing or retreating.”

Ethics, lifestyle and culture must become so syn-

onymous that they cannot be separated. Together,

they impact how people relate to one another in the

home, the workplace, and every part of society.

Many organizations are mindful of the critical

need for ethical behavior and realize there is still

room for improvement. Organizations need to see

ethics as a social responsibility. Taking advantage

of others for personal gain is unacceptable. Ethics

will only find its proper place in organizations that

make it a priority by creating relational expectations

that work for the good of everyone.

Working in an elementary public school, we

have established values as part of our mission state-

ment: “Armada is committed to implementing an

integrated curriculum of academic, physical, and

social excellence that provides an orderly, safe and

enthusiastic learning environment where children

feel able to grow and develop.”

Values direct how a school is run. It is the guid-

ing force of how decisions are made, with admin-

istration leading the charge. Last year, Armada im-

plemented a Positive Behavior Intervention Support

Plan (PBIS), which focuses on proper social skills.

Every week, a new social skill is introduced and

taught with explicit direct instruction lessons de-

signed to build character. It has been through the

focus on teamwork and weekly PLC meetings that

we as a staff feel united. Collaboration and trust

have been established and is reflected onto our stu-

dents. Our values have provided us with clear direc-

tion. As we move forward with all the challenges

that lie ahead as we transition to the implementation

of Common Core State Standards, our values and

ethics will play a pivotal role in determining how

successful Armada will be in the future.

References

Kidder, R.M. (2001). Ethics is not optional. Association Manage ment. Washington: Dec 2001. 53(13), 30-32.

Kilcullen, M. & Kooistra, J. O. (1999). At least do no harm: Sources on the changing role of business ethics and corporate social responsibility. Reference Services Review, 27(2), 158- 178.

Weil, N. (2007). 5 things I've learned: Thoughts on leadership, ethics and the 21st century from Carly Fiorina, HP's former CEO. CIO, 20(15)

37

Sandy Vilas is the Assistant

Administrator of Instructional

Improvement and Academic

Coaching at Armada Elemen-

tary in the Moreno Valley Uni-

fied School District. Prior to this position,

Sandy was an elementary school teacher for 8

years, teaching first and fourth grades. She has

earned a Masters Degree in Multicultural Edu-

cation and a Masters Degree in Educational

Administration from National University.

Sandy has been happily married for over twen-

ty years and enjoys spending time with her

husband and six children. Favorite quote,

““Do not follow where the path may lead. Go, in-

stead, where there is no path and leave a trail.”—

Ralph Waldo Emerson

38

Heidi has been teaching elementary school for 12 years in Corona-Norco. She currently

teaches sixth grade. Heidi is working on her doctorate in Organizational Leadership through

Brandman University. In her free time, she loves to travel the world and spend time with her

family and friends.

Who Said What?

By: Lorena Medina

Match these leaders to their quote.

1. “You must be the change you wish to see in the world.”

2. “I was not a messiah, but an ordinary man who had become a leader because of extraordinary circumstances.”

3. “When you see someone putting on his Big Boots, you can be pretty sure that an Adventure is going to happen.”

4. “What I do you cannot do; but what you do, I cannot do. The needs are great, and none of us, including me, ever do great things. But we can all do small things, with great love, and together we can do something wonderful.”

5. “Every great dream begins with a dreamer. Always

remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.”

6. “Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great.”

7. “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.”

8. “There are risks and costs to a program of action. But they are far less than the long-range risks and costs of comfortable inaction.”

9. “My Mama always said you've got to put the past

behind you before you can move on.”

10. "All our dreams can come true if we have the courage to pursue them."

Forrest Gump Mark Twain

John F. Kennedy Walt Disney

Mother Teresa Mahatma Gandhi

Nelson Mandela Winnie -the Pooh

Harriet Tubman Martin Luther King Jr

40

Decision Making By Lynn Hovde

In "The Road Not Taken," Robert Frost

talks about standing at a crossroads, and

having to decide which road to take. Per-

sonal and organizational life consists of

choices, and decision-makers, like Frost,

look down one

road "to where it

bends in the un-

dergrowth" (line

5). For an organi-

zation, this

means that deci-

sion-makers need

to be able to look

as far as possible

into the future,

and need to be

able to construct

scenarios, antici-

pate problems,

and develop solu-

tions in advance of those problems possi-

bly occurring.

Donald Anderson discusses "decision-

making power" in his book Organizational

Development (2012, p. 281). Decision-

makers create multiple scenarios based on

what could happen. Then they gather data

to narrow down the possibilities. Once the

possibilities have been narrowed in scope,

they develop plans to address future needs.

Anderson talks about how decision-

makers need to embrace uncertainty. In

other words, a lot of work can go into pre-

paring for the future, but a decision-maker

can only see so far and definitely not be-

yond where the road "bends in the under-

growth" (Frost, line 5). Decisions are made,

but organizations need to be adaptable to

what comes their way.

Decision making is a process variable

within an organization. Each organization

has a decision-making style. To assess an

organization's decision-making style, man-

agers or facilitators should consider: what

information is requested before a decision

is made, who is consulted, who can offer

opinions, who

makes the final

decision, and

how that deci-

sion is communi-

cated. Decision

making is com-

promised when

those in an or-

ganization are

pressured to

take action

quickly without

taking the time

to gather suffi-

cient data need-

ed to make a competent decision. Some

collaboration needs to occur to ensure that

the data that is collected is authentic and

accurate.

Anderson states that decisions in an or-

ganization are best if they are "downward,

upward, and horizontal" (2012, p. 25). There

are four kinds of decision-making systems:

exploitative authoritative, benevolent au-

thoritative, consultative, and participant

group. In the exploitative authoritative sys-

tem, decisions are made in a top-down

fashion. In a benevolent authoritative sys-

tem, most decisions are made in a top-

down fashion, but a limited amount of

teamwork is present at the middle levels of

the organization. In a consultative system,

there is some teamwork and suggestions

made at the middle and lower levels, but

the decisions are still made at the top. In a

participative system, decision making oc-

curs at all levels of the organization.

“Two roads diverged in a

wood and I took the one less

traveled by. And that has

made all the difference.”

Robert Frost

41

Innerworks April 2014

Anderson (2012) believes that the

most productive kind is the participant

group. Organizations can construct this

type of decision-making system through

quality circles. Each department within

an organization becomes a quality circle

that reports suggestions and concerns to

the upper management. This style gives

voice to employees who know best about

what goes on in their organization; thus,

there is a connect between their needs

and the organization's needs. This allows

the organization to function better, and

gives employees a voice, so that they

feel more invested in the company and

are more apt to feel valued and want to

participate fully.

References

Anderson, D. (2012). Organizational De-

velopment. Los Angeles: Sage Publica-

tions, Inc.

Lynn Hovde holds an M.A. in English, an M.S. in Teaching, and is a doctoral student at Brandman

University. She has been teaching English at the college level since 1990. She teaches

online, face-to-face, and hybrid classes. Along with teaching English and loving to write,

she teachers swimming and runs her own swim school in the summers. She has been a

competitive swimmer most of her life, and has written two books on swimming: Coaching

the Age-group Swimmer and Simply Synchro. She is currently working on the third and final

book in the swimming series.

Used with permission from support@learnzillion.com

42

Don’t B.L.U.F. Me

April 2014 Jennifer Marzocca

Exploring the causes and consequences

of problems within an organization is a complex process that can seem trivial and not worth

the time, money or effort. This article examines a five-step process that allows some flexibil-

ity, depending on the information needed and the amount of time available, until a decision

must be reached.

Gathering data takes time At times it might feel as though you

are on a treasure hunt, and while you

might be anxious for a quick decision for

your client, avoid the pull to meet their

unrealistic and hasty deadline. It will not

benefit the organization by giving them

the bottom line up front.

In order to really discover why and

how an organization might not be func-

tioning the way it could, an effective

change agent will dig into the various

relationships that exist in the organization

and this could take some time, but it will

shed light on the overall health of the

organization.

Just the process of gathering data

can spark some change and possibly

create cohesion among the members in

the organization.

Noolan (2006) recommends a five

step process to gather information:

What approach will work? Consider

the problem and start there (what

kind of information are you looking

for and why?).

Let everyone know. Keep in mind

who – what – where – when – why

while you collect your data.

Get ready to collect. Prepare

your surveys and interviews ahead of

time. Get a list of interviewees,

schedule your interviews and pre-

pare your list of questions.

Gather your information.

Analyze and present your findings.

You won’t want to share everything

with everyone, just your client. Let

them be the ones to deliver the re-

sults to their organization as they see

fit.

You will want to be selective about

the methods you utilize to gather your

information. There are a variety of meth-

ods to choose from such as interviews,

focus groups, surveys or questionnaires,

observations, and other unobtrusive

methods.

Interviews work great when you

want to collect information regarding per-

sonal stories or perspectives of the indi-

viduals involved with the problem or or-

ganization.

Ensure you enter the interview ready

to listen and bring a recording device (get

approval first) so you can refer back to

the interview as often as necessary.

Focus groups, usually comprised

of a small number of people from within

the organization, allow the researcher to

gather personal perspective – with the

added benefit of conversation among co-

workers. Be cautious of the amount of

data you are collecting, you could lose

sight of the purpose for the collection!

Surveys or questionnaires are the

most commonly used tools for gathering

information.

This method is good for seeking in-

put from a large group of people. More

often than before, surveys are conducted

online, offering the respondent somewhat

flexibility for when they respond.

Ensure there is some form of dead-

line to complete the survey or question-

naire so that you receive adequate re-

sponses.

Observations focus on actual be-

havior versus reports or second-hand

information about the behavior.

This method is helpful when the re-

searcher needs to gain a better under-

standing about what people are actually

doing within the organization.

Keep in mind that those who may be

concerned their behavior is in question

could alter their behavior based on the

presences of the observer.

Data gathering is a five-step process. There are a variety

of methods to

choose from.

43

Jennifer served her country for 20 years in the US Navy as an intel-

ligence analyst and currently works in the Law & Justice Center, as

the vault manager, on Whidbey Island in Washington. Outside of

work, Jennifer is an active participant on the Coupeville Boys &

Girls Club advisory board and the vice-president of H.E.R.S., a

501c3 non-profit that serves female veterans. When she isn’t work-

ing or busy with the non-profits, you can find her outside photo-

graphing the beauty of the Pacific Northwest and playing sports with her three children.

Home

Jennifer Marzocca

(360) 555-1212

Innerworks April 2014

A Balancing Act

· · ·

Investment

Does the organization have the time

and money?

Access

Will the leaders in the organization

allow access to the necessary infor-

mation?

Relevance

Are you using the right method for

the problem?

Accuracy

Is there any bias (consultant or cli-

ent)?

Flexibility

Do the chosen methods for data

gathering allow you the space to collect

the information you need?

Unobtrusive measures focus on gath-

ering information and likely do not cause the

information to be altered as interviews and

observations can.

Some examples of unobtrusive

measures that can be useful include histori-

cal data, official documents, databases, and

the physical environment.

Remember, the goal for data gathering

is to expand the client’s view of the problem

so they can solve the right problem for the

long-term.

References Anderson, D. L. (2012). Organization devel-

opment: the process of leading organization-

al change (2nd ed.). Thousand Oaks, Calif.:

Sage Publications

Anderson, L. S., & Anderson, D. (2010). The

change leader's roadmap how to navigate

your organization's transformation (2nd ed.).

San Francisco, CA: Pfeiffer

DATA

Collection

This is a good place to briefly,

but effectively, describe your

product or services.

This is a good place to briefly,

but effectively, describe your

product or services.

SID

TITLE TEXT

“Never make

a Permanent

decision based

on temporary

feelings.”

Unknown

44

Flipped Classrooms – Fix or Fad

By Sandra Vilas

Innerworks April 2014

M any schools

and districts

have elected to try the newest

thing in education; flipped learn-

ing. With flipped learning, tech-

nology is used outside of school.

This creates time for additional,

more personalized instruction.

Rather than having direct instruc-

tion or lectures at the front of a

classroom, teachers put their lec-

tures to videos, slide shows, or

audio lessons. These can then be

watched at home or anywhere

else via the Internet or other tools,

such as DVD’s and thumb drives.

With lectures outside of the

classroom, teachers can use time

during the school day for more

individualized instruction, labs,

and projects to encourage and al-

low time for deeper learning. The

teacher now has time to help stu-

dents as they use what they have

learned online. When students

are assigned traditional home-

work, they often do not receive

meaningful feedback on their

work while they are doing it; they

may not have the opportunity to

relearn concepts they struggled to

master. Teachers now are present

to answer questions and monitor

how students are doing, and the

feedback cycle has greater poten-

tial to promote essential student

learning.

Many who question whether

the approach is practical or equi-

table in places where significant

numbers of students or schools

have insufficient technological

resources and whether it really

works better than current instruc-

tional models. Proponents of

flipped classrooms believe that it

is not about having the latest iPad

or Smartphone. At relatively little

expense or trouble, teachers can

burn DVD’s, send materials home

on USB drives, or allow extra

time and access to materials dur-

ing the day for students who need

it.

A high school administrator in

Maryland first implemented

flipped learning three years ago

with one government class com-

posed mostly of students with a

history of chronic underachieve-

ment. This idea was very easy to

45

begin in his class. In the evenings,

students watched videos or partici-

pated in online group discussions.

Instructional time would be more

devoted to one-on-one instruction

and projects.

One semester later, the flipped

government class had better grades

than a traditional counterpart did.

The administrator expanded the

flipped model to 140 incoming

high school freshmen. Again, he

found success. “The failure rate

dropped by 33% in English lan-

guage arts, 31% in math, 22% in

science, and 19% in social studies.

Standardized test scores went up,

as did attendance. Disciplinary

problems declined

66%” (Beitenhaus, May 2013).

Some educators have suggested

that the flipped-classroom ap-

proach may only work in upper-

income, suburban schools. If low-

income students lack access to

computers at home or to reliable

Internet access, flipping may not

be an option. If students cannot

benefit from online instruction at

home, then they need to receive

instruction in the classroom or risk

falling behind. Some fear that in

relying on parents to provide tech-

nology and support, the flipped-

classroom model may exacerbate

existing resource inequalities.

Schools can make computer labs

available after school, and parental

assistance is less critical when

watching an online video than

when solving homework problems.

Even if low-income students

prove to benefit from the flipped

classroom, this change in structure

alone is not likely to produce the

improvement in student learning

our country needs, but that does

not mean this idea is not relevant.

The flipped classroom might still

have an important indirect impact

on the American education system,

as one kind of digital learning.

The use of digital learning will

vary in different contexts and com-

munities. Some students will at-

tend full-time virtual schools, with

the classroom experience occurring

online; most will attend brick-and-

mortar schools that use some ver-

sion of digital learning.

References

Beitenhaus, C. (May 2013).

Flipped classroom, forward

thinking. School Planning

and Management, 66.

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