Competing Values Framework Feedback and Supporteducationcreationgroup.com/media/handout.pdf ·...
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Competing Values Framework Feedback and Support 1) Competing Values Framework. First developed by Quinn and Rohrbaugh (1983), the Competing Values Framework has proven to be a robust and efficient tool for assessing organizational effectiveness, under- taking organizational change, establishing strategic action plans, and promoting leader- ship development. The CVF will prove to be a useful tool as you plan for effectiveness, make changes in our schools, engage strategic planning, and establishing trajectories for professional growth. I expect the CVF to have a particular benefit to your work 2) 360 Degree Feedback. While 360 degree feedback has been a staple element of administrators' evaluations in the business sector, it has not been widely used in educational arenas. In their work, the Center for Creative Leadership, one of the most widely recognized centers in the world for leadership development, advocates 360 degree feedback as a necessary element for growth. 3) Coaching. In the business world, executive coaching is increasingly utilized for leadership devel- opment and is considered part of the cost of doing business. In education, where finances are stretched thin, coaches are generally encountered only as part of membership in a reform model, such as the Coalition for Essential Schools, where they work on organizational issues. Some models employ instructional or curriculum coaches. Recently, coaches have been employed in California and elsewhere to assist high-need schools in getting off the "list" of schools in need of improvement. Rarely are coaches employed by generally successful schools to work solely with the principals or other administrators on improving their own leadership.
Transcript of Competing Values Framework Feedback and Supporteducationcreationgroup.com/media/handout.pdf ·...
Competing Values FrameworkFeedback and Support
1) Competing Values Framework. First developed by Quinn and Rohrbaugh (1983), the Competing Values Framework hasproven to be a robust and efficient tool for assessing organizational effectiveness, under-taking organizational change, establishing strategic action plans, and promoting leader-ship development. The CVF will prove to be a useful tool as you plan for effectiveness,make changes in our schools, engage strategic planning, and establishing trajectories forprofessional growth. I expect the CVF to have a particular benefit to your work
2) 360 Degree Feedback. While 360 degree feedback has been a staple element of administrators' evaluations inthe business sector, it has not been widely used in educational arenas. In their work, theCenter for Creative Leadership, one of the most widely recognized centers in the worldfor leadership development, advocates 360 degree feedback as a necessary element forgrowth.
3) Coaching.In the business world, executive coaching is increasingly utilized for leadership devel-opment and is considered part of the cost of doing business. In education, wherefinances are stretched thin, coaches are generally encountered only as part of membership in a reform model, such as the Coalition for Essential Schools, where theywork on organizational issues. Some models employ instructional or curriculumcoaches. Recently, coaches have been employed in California and elsewhere to assisthigh-need schools in getting off the "list" of schools in need of improvement. Rarely arecoaches employed by generally successful schools to work solely with the principals orother administrators on improving their own leadership.
POSITIVE ZONE
NEG
ATIVE ZONE
NEGATIVE ZONE
MENTOR INNOVATOR
FACILITATOR BROKER
MONITOR PRODUCER
COORDINATOR DIRECTOR
Soft hearted, Permissive Unrealistic, Impractical(Abdicates authority) (Wastes energy)
Overly democratic,Too participative(Slowsproduction)
Opportunistic,Overly aspiring(Disrupts continuity)
Unimaginative,Tedious(Neglects possibilities)
Overachieving,Individualistic (Destroys cohesion)
Skeptical, Cynical(Stifles progress) Unreceptive, Unfeeling
(Offends Individuals)
Unaware UnskilledUnpolished
Caring, Sympathetic(Shows consideration)
Process oriented(Facilitatesinteraction)
Creative, Clever(envisions changes)
Resource oriented,Politically astute(Acquires resources)
Technically expert,Well prepared(Collects information)
Dependable, Reliable(Maintains structure)
Decisive, Directive(Provides structure)
Task Oriented(Initiates action)
POSITIVE ZONE
NEG
ATIVE ZONE
NEGATIVE ZONE
Extreme permissiveness,permissiveness, Uncontrolledindividualism
Unclear values Counteractive values
Prematureresponsiveness,Disastrousexperimentation
Inappropriateparticipation,Unproductivediscussion
Proceduralsterility,Trivial rigor
Habitual perpetuation,Ironbound tradition
Undiscerningregulation,Blind dogma
PerpetualExertion,Humanexhaustion
Political expediency,Unprincipledopportunism
Commitment,Morale,Humandevelopment
Innovation,Adaptation,Change
External support,resource acquisition,Growth
Productivity accomplishment,Impact
Direction,Goal clarity,Planning
Stability,control,continuity
Informationmanagement,Documentation
Participation,Openness,Discussion
CHAOS
RIGI
DITY
Apathy
Indifference
Belligerence
Hostility
Competing Values: a framework forunderstanding organization and leader effectiveness
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Organization Effectiveness
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Leader Effectiveness
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Competing Values FrameworkDeconstructing the quadrants
NEGATIVE ZONE POSITIVE ZONE NEGATIVE ZONE
1
INTERNAL PROCESS MODEL
Item #
TOO LITTLE
BASIC
PROFICIENT
DISTINGUISHED
TOO MUCH MONITOR Managing information through critical thinking
1.
2.
a. Leader has unfocused ideas.
a. Leader presents
information without adequate support of research.
b. Leader makes sense when presenting and evaluating ideas and information.
b. Leader does not
always have the information or research necessary.
c. Leader generally makes logical sense of presenting and evaluating ideas and information.
c. Leader supports ideas with factual information or research but does not tie ideas to the strategic plan.
d. Leader consistently makes logical sense of presenting and evaluating ideas and information.
d. Leader supports ideas with factual information or research and connects ideas to the strategic plan.
e. Leader is resistant to accepting opinions and ideas of others.
e. Leader inundates
people with too much information.
Managing information
3.
4.
5.
a. Leader doesn’t collect information.
a. Leader doesn’t refer
data to appropriate individuals.
a. Leader does not communicate useful information.
b. Leader sometimes collects appropriate information.
b. Leader sometimes refers data to appropriate individuals. b. Leader
communicates, but information is insufficient.
c. Leader generally collects appropriate information.
c. Leader generally refers data to appropriate individuals. c. Leader effectively
communicates information for the benefit of student learning.
d. Leader consistently collects appropriate information.
d. Leader consistently refers data to appropriate individuals. d. Leader promotes
meaning-making with information on student progress.
e. Leader collects information, but often it is inappropriate.
e. Leader keeps data to herself/himself.
e. Leader fails to involve
others in the evaluation of data.
Managing programs
6.
7.
8.
a. Leader maintains the status quo.
a. Leader fails to initiate
or change programs based on student need.
a. Leader fails to meet contractual evaluation timelines.
b. Leader establishes learning programs. b. Leader makes
occasional adjustments to programs.
b. Leader minimally evaluates teacher performance.
c. Leader generally negotiates commitment to learning programs.
c. Leader makes necessary adjustments when problems surface.
c. Leader makes judgment of teacher output by monitoring all activities for student learning.
d. Leader consistently negotiates commitment to learning programs.
d. Leader anticipates necessary adjustments to programs before problems surface.
d. Leader provides coaching to teachers for skill enhancement.
e. Leader directs implementation of programs for learning.
e. Leader adjusts
programs without input from others.
e. Leader demands change in a specific teaching style or program without input from the teacher.
Competing Values FrameworkSample Survey Data
Competing Values Framework360 Feedback: challenges and solutions
