Inspired to Excel Dr. Dianne Van Hook Flex Workshop ~ Feb. 2, 2012 “Inspired to Excel”

Inspired to Excel

Dr. Dianne Van HookFlex Workshop ~ Feb. 2, 2012

“Inspired to Excel”

Now, more than ever, higher education is being tested.

Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012 2

Working Within the New Normal

(and then challenging it)

WHAT TRENDS WILL IMPACT OUR EFFORTS TO PREPARE OUR STUDENTS FOR THE FUTURE?


Trends Impacting Us Now

• Technology• Jobs of the Future • Achievement Gap • Decline of Manufacturing • Policy and Funding


TECHNOLOGY


Technology• Technology has changed everything• Remote access, instant access from virtually anywhere in

the world is at our fingertips• Students no longer have to sit in a classroom to learn and

achieve goals • The next generation of teaching and learning models will

provide students with more personalized paths to learning• Technology will facilitate these experiences, offering

students direct access to learning content and opportunities to build their knowledge and skills, while simultaneously assessing performance, providing immediate feedback, and storing and tracking student data over time

• Technology is not the end game; it serves as a means to enable this vision of innovation in education


“Advanced Technology allows instructors to develop engaging multi-modal courses and create lively online social experiences.” -- Converge Special Report, Vol 2, Issue 4

Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

Today’s education is not located just in a building or in a traditional classroom. Rich multi-media, social interaction and evolving technology are morphing into a new age of the ‘evolving classroom.’ Creating confidence in this connected world is more important than ever.” – Ronald D. Partridge, Sr. Director, Public Sector, Symantec Corp.

8

Technology

Technology

The Evolving Classroom •Student-Centric Learning

– Technology changed the traditional classroom dynamic by putting the student and his or her individual needs ahead of the class

– In the traditional classroom, students are receivers of information provided by textbooks and teachers who lecture from the front of the classroom

– Everyone proceeds at the same pace


Technology• Whether the student is on campus or online—the

student’s learning needs are factored into an individualized learning program

• Curriculum can be mastered based on what the student needs to learn– They participate and engage in social learning experiences– Technology helps students in basic reading, writing and

math get it better and faster– They can spend more time learning higher levels of

comprehension– They can communicate and learn in multiple ways and

choose methods that fit them


Technology

The Evolving Classroom •That, in turn, builds

– Self confidence– Self-esteem– Pride

And leads to success. Success Builds Success!


JOBS OF THE FUTURE


Jobs of the Future California’s Workforce Challenges •Demographic Changes in the labor market:

– California will need to replace 1.4 million baby boomers with higher education in the next 10-15 years

– Baby boomers are better educated than the workers replacing them

•Percentage of Californians Who have Associates Degrees or Higher:

– Ages 45-64: 40.6%--14th among states– Ages 35-44: 38.7%--25th among states– Ages 25-34: 35.4%--29th among states

13Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012


Jobs of the Future: There are exponential differences.

Unemployment is more than triple for people who are high school

dropouts as for those with an AA degree.

Jobs of the FutureChanging traditional degrees to fit “new” jobsThe Most In-Demand Jobs of 2020•Precision Toolmaker•Genetic Counselor•Elder Care Worker•Patent Lawyer•Cyber Security Specialist•Vertical Farmer•Statistician•Underwater Welder•Sustainability Professional


Jobs of the Future

Where will these jobs come from?•New job creation•Worker retirements•New Industries•Global competition•Things we don’t know about yet


Jobs of the Future

What is it that businesses are really looking for today? •Leadership

– In entry-level positions, most employers look for evidence of leadership qualities-someone who recognizes what needs to be done and is willing to do it

– Successful companies need self-starters who are not afraid to take responsibility for doing the best job possible

– We need to challenge our students and help them learn how they can guide and direct others to attain recognized objectives


What is it that businesses are really looking for today? (cont’d)•Employers also want students who exhibit multicultural sensitivity and awareness•There is possibly no bigger issue in the workplace than diversity, and job-seekers must demonstrate a sensitivity and awareness to other people and cultures•But, most of all, employers want students who can read, write, analyze and compute—think and act as effective members of the team and are confident, capable learners


Jobs of the Future

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ACHIEVEMENT GAP


Achievement Gap

The Challenge •Persistence of the forgotten half•A more demanding labor market•Widening skill and opportunity gaps•Setting the right targets


Achievement Gap

The Persistence of the Forgotten Half--Our Goal is to: •Prepare people to lead productive and prosperous lives•Prepare young people with a solid foundation of listening, numeracy, and thinking skills for responsible citizenship, career development and lifelong learning


Achievement Gap

• We have slipped in our competiveness– By middle of the 19th century the U.S. had the most educated

youth in the world– At the turn of the 20th century-just as Europe was moving

ahead, the rapid speed of the U.S. moved us ahead. By 1940, the typical 18 year old had a high school diploma-up 9% from 1910

– After WWII-the G.I. Bill helped us move ahead and usher in a huge expansion of higher education


Achievement Gap – The members of the U.S. Baby Boomer generation

far surpassed their counterparts in education attained

– The surge in education attained laid the foundation for the staggering increase in wealth & power that came to be known as the American Century

– By 2000, per capita increase, adjusted for inflation, was 5-6 times as large as it had been in 1900


Achievement Gap • Yet, as we enter the 21st century –there are troubling

signs• The U.S. is now failing to meet its obligation to prepare

millions of young adults– Education has never been more important– The U.S. has fallen far behind, from 1st place to 13th place

in high school graduation – Now, there is evidence of a “skills gap” in which many

young adults lack the skills and work ethic needed for many jobs that pay a middle class wage

– At the same time, there has been a dramatic decline in the ability of adolescents and young adults to find work (lowest level since WWII)


1988—Wm. T Grant Foundation

• A high school diploma was a passport to the American Dream for millions of Americans

• 1973- 1/3 of nation’s 91 million people were high school dropouts

• Another 40% had not progressed beyond a high school degree

• People with a high school education or less made up 72% of the nation’s workforce


By 2007, the picture had changed beyond recognition • While the workforce had exploded 70%, the

154 million workers, those with a high school education or less, had shrunk to just 41% of the workforce

• The total number of jobs had grown by 63 million—the number of jobs held by people with no post-secondary education had decreased


• Now workers with at least some college have ballooned to over 58% of the work force – from just 28% in 1973


The Message is Clear

• In 21st Century America education beyond high school is the passport to the American Dream

Yet, the gap is increasing


Achievement Gap Increase in Number of Un- and Underprepared Students•In the CCCs, 70 to 90 percent of first-time students who take an assessment test require remediation in English, math, or both. •In 2010, 79 percent of California’s 11th grade students who took the Early Assessment Program (EAP) college readiness test did not test “college ready.”•The California High School Exit Exam (CAHSEE) mea sures English and mathematics skills that are far be low the standards adopted for 11th and 12th grade curriculum. Thus, many students have been led to believe that they are ready to graduate and proceed on to colleges without actually having met grade-level standards.



College Level Readiness of Incoming Students -- College of the Canyons

Achievement GapThe Challenge-•Placement test results and subsequent enrollment in English and math for first-time freshmen in Fall 2010

– Many first-time freshmen do not enroll in English or math courses during their first semester. While the trend is the same as in prior years, the recent reduction in sections coupled with first-time students being among the last to register may restrict access to English and math courses.

– This especially is of concern given the analysis that the vast majority of students place into remedial courses, reflecting skill levels below the college level. Since language and mathematics skills are important in many other disciplines, the lack of preparation impacts students’ ability to perform well in other courses at the College. (Source: UST and USX referential files and MIS placement test file)


DECLINE OF MANUFACTURING


Decline of Manufacturing

• Brain drain • Underprepared students • Lack of technical training • Lack of preparedness for students to compete

in math & science


Decline of Manufacturing Talent Drain •The number of foreign students attending American colleges hit an all-time high in 2011: 723,277•A greater number of slots continue to be taken by foreign students who take the knowledge they have gained in our colleges back to their countries•This leaves the U.S. with an ever-growing number of underprepared and undereducated population making less competitive in the global market place•Because our upcoming workforce is less trained in the highly technical manufacturing and jobs of the future, American companies are choosing to relocate overseas not just because of the low rates of labor but because of the high rate of advanced education

http://www-cgi.cnn.com/video/#/video/us/2010/10/29/gps.gerstner.us.workers.cnn






• Asia 64%• Europe 12%• Latin America 9%• Africa 5%• Middle East 6%• North America 4%• Oceania 1%• Total Students 723,277

Source: Institute of International Education.Dr. Dianne Van Hook, FLEX Workshop Feb.

2, 2012 35

• Very few foreign students would like to stay in the U.S. permanently—less than 50 percent!—according to a 2008 study conducted by Duke University professor and Harvard researcher, Vivek Wadhwa

• Chinese students, in particular, strongly feel the best employment prospects lie in their home country—52 percent said their home country has the best job opportunities versus 32 percent of Indian respondents and 26 percent of European respondents.

• More respondents are more optimistic about their home country’s economic future than the Unites States’. Only 7 percent of Chinese students, 9 percent of European students, and 25 percent of Indian students stated they believe the best days of the U.S. economy lie ahead.




The result? Reverse brain drain is underway!•People are taking their educations here, but:

– Now only 10% of Chinese students want to stay here.– Growing R & D are developing and drawing students

here.– Long established immigrants who have lived here are

going home leading new developments (quality and quantity) overtake us.

– Those folks are taking what they learned and are/will be competing with us.


FUNDING & POLICY


Funding & PolicyProposed Cuts to Community Colleges•While Governor Brown’s plan calls for a slight increase in base funding to alleviate some of the funding deferrals enacted in recent years, it presupposes California voters will approve statewide tax increases placed on the November ballot•Without the increased revenue from taxes, community colleges would again be subjected to automatic mid-year cuts. The proposed cuts total $482.3 million


Funding & Policy, Cont’dThe Potential Impact of Continued Cuts•If community college spending is reduced again in 2012-13, it would mark the third time in four years that California has chosen to disinvest in higher education•Between 2009 and now, California Community Colleges have been cut by a total of $1 billion•At COC, our share has been $10.6 million•Another round of cuts in 2012-13 will mean a drop in revenue of the $3.5 million for COC. Another cut of this magnitude will directly impact our ability to meet student needs at a time of surging enrollment


Funding & Policy, Cont’dWhat it Means for Our Students •Put in more concrete terms, $10.6 million equals 2,322 full-time equivalent students (FTES) or 774 course sections each capable of serving 30 students•These courses are needed now more than ever as our students seek affordable options to retrain for new careers, or compete the classes they need to transfer•In the last 3 years, we have seen a 28 percent increase in the number of new students applying to COC, yet we are turning away thousands of students


Funding & Policy, Cont’dWhat it Means for Our Students•While 63 percent of COC students were to get classes in Fall 2008, that percentage declined to 42.5 percent in Fall 2011•Of the new students who applied to COC in Fall 2011, 5,650 were not able to register for any classes


Funding & Policy, Cont’dWhat it Means for Our Students• The college had 10,024 waitlisted student enrollments in Fall 2011

– This represents almost 22 percent of the total enrollment

– In other words, we would have to increase the number of sections we offer by more than 20 percent to meet the needs of those on our waitlists!


Funding & Policy, Cont’dStudent Success Task Force Recommendations •Adopt system-wide enrollment priorities reflecting core mission of community colleges•Require students to begin addressing Basic Skills deficiencies in their first year•Support the development of alternatives to traditional basic skills curriculum•Direct professional development resources toward improving basic skills instruction and support services•Set local student success goals, consistent with statewide goals and monitor progress•Implement a student success score card•Develop and support a longitudinal student record system •Encourage categorical program streamlining and cooperation


HOW CAN WE AS EDUCATORS INSPIRE OUR STUDENTS NOW, AND HELP THEM UNDERSTAND THE IMPORTANCE OF LIFELONG LEARNING?


The 12 Year Put-Down


You Can

• Help them confront reality – see the big picture

• Implement new models • Help them develop a growth mindset• Help them to stop caring about things that

don’t matter


Confront Reality: Barriers to College

• Used to be:– Lack of financial aid– Availability of child care– Distance to college– GPA

• Now:– Not being prepared to succeed– Not enough transfer slots– Not enough seats at the Community College level– Lack of ability (for some) to start new programs due

to the lack of facilities and equipment


Confront Reality: Why are students underprepared to succeed?• America’s high schools are obsolete

– Do not teach kids what they need to know– Do not have the latest equipment– Do not meet the needs of the 21st century

• As a result, the U.S. has one of the highest drop-out rates in the industrialized world– Only half who enter high school go on to post-secondary

education or training– Most jobs that allow a person to support a family require post-

secondary education or training– Only ½ of all students who enter high school today will get a job

that enables them to support a family– Without college, they will earn $25,000 a year (for a family of 5,

that’s the poverty line)


Confront Reality: What Happens to Those Who Drop Out?

– Only 40% have jobs– They are 4 times more likely to be arrested– They are more likely to have children in their

teens– One in four turn to welfare or government

assistance


We Must Implement a New Model: Empower Them

• OLD Mindset– You can train an educated workforce by sending only half the students to college. The others CAN’T do college work, or don’t need to.

• NEW Mindset – All students CAN do vigorous work, and for everyone’s sake, they need to be inspired to do so.


The Other Three R’s

• Reasoning• Resilience• Responsibility• 2-year pilot study funded James S. McDonnell

Foundation



Purpose•How to get students engaged in order to increase academic achievement.•Studied the effect of learning on academic achievement and life skills.•Based on the premise that a student’s success in academics is augmented by strong problem-solving skills.


Reasoning

• Thinking that uses explicit and/or implicit rules, focusing on effective problem-solving, particularly in regard to academic challenges.


Resilience

• Competently overcoming challenges, both inside and outside of school.

• Challenges are normal – we all have them.• Includes:

– Persistence– Keeping things in perspective– Seeing challenges as opportunities for learning


Responsibility• Being accountable for one’s own actions and

inactions and the consequences of both.• Personal Responsibility

– “If I want to learn, it is up to me”– “How I act matters”– “No one will do it for me”

• Social Responsibility– Concern for the common good– Concern about what is good for all of us, not just me– “I will help you”– “I need help”


LEADERS Create Mindsets

• Mindsets can be changed• People are more for believing that their

capabilities are fixed – to believing they can “get smart”

• The consensus among human brain researchers is that not only is the brain adding new cells – but the connections between brain cells are being made


A Growth Mindset is predicated on your ability to stop doing certain things to yourself.

When you stop chasing the wrong things you give the right things a chance to catch you.

As Maria Rollins said – Nobody can go back and start a new beginning. (It is what it is) but ANYONE can start today and make a new ending!


Help Them Develop a Growth Mindset (Carol S. Diveck)

• Human Qualities—such as intellectual skills– can be cultivated through efforts

• Struggles, mistakes, perseverance are part of the picture• Those with a growth mindset understand that no one

has ever accomplished great things—not Mozart, Darwin, or Michael Jordan—without years of passionate practice and learning

“It’s not always the people who start out the smartest who end up the smartest”-Carol S. Diveck, Stanford University Psychologist


How Does it Differ from The Fixed Mindset? The Fixed Mindset •Creates an urgency to prove oneself over and over—in the classroom, in your career, in your relationships


In a Fixed Mindset, Every Situation is Evaluated• Will I succeed or fail? • Will I look smart or dumb? • Will I be accepted or rejected? • Will I be a winner or a loser?

Then there is the growth mindset


What is a Growth Mindset?• Based on the belief that your basic qualities can

be cultivated through efforts• Although people may differ in every which way—

initial talent and aptitude, interest, temperament—EVERYONE can GROW through application and experience

• People with a growth mindset believe that a person’s true potential is unknown (unknowable) that it is impossible to foresee what can be accomplished with years of passion, toil and training


People with a Growth Mindset Have a Passion for Learning A growth mindset: •Believes desirable qualities can be developed and will create a passion for learning in each person•Questions why would you waste time proving over and over how great you are—when you could be getting better? •Asks why hide deficiencies instead of trying to overcome them?•Asks why you look for friends who will just shore up your self-esteem instead of challenging you to grow?


• Challenges you to not seek out the tried-and-true, but instead relish experiencing what will stretch you

• Asks you to develop the passion for stretching yourself and sticking to it, even (or especially) when it is not going well, as that is the hallmark of the growth mindsetTHIS is the mindset that allows people to thrive during some of the most challenging times in their

lives


What else can we do?Commit to outcomes: •Declare that all students graduate from college ready to transfer, or work, and be an active citizen.•Publish data that show our progress to that goal.

– More than 8,000 associate degrees have been awarded at COC in the past 10 years.

– In 2009-10, COC awarded 1,201 degrees/certificates, the highest number ever in the history of the college.

– More than 6,60 students have transferred to a UC or CSU campus in the past 10 years.

– From 2000-2010, the number of COC students who transferred to UC and CSU has increased 98% and 26%, respectively.

•Revitalize what we do so our students can learn better.


10 Things to Encourage our Students to Stop Caring about Today

Every day is a new beginning. But sometimes you have to stop before you can truly begin. •Stop caring about everyone’s opinion of you•Stop caring about censoring yourself•Stop caring about looking a certain way•Stop caring about what everyone else wants for you•Stop caring about the boundaries others set up •Stop caring about what others have•Stop caring about the imaginary state of perfect•Stop caring about being right all of the time•Stop caring about mistakes•Stop caring about things you can’t control


To get beyond this, since doubt is a very contagious disease, you must remain

positive, not focus on past failures, and preset opinions of others NO MATTER

WHAT the circumstances are.


For faculty, the questions are

• How do we– Adapt our mission and deliver our educational

products to our community in response to the new realities

– Keep the instruction delivered in the classrooms relevant to the needs of students and communities of the future

– Help students experience success– Realize that success is different for everyone


WHAT DO YOU NEED TO KNOW IN ORDER TO INSPIRE YOUR STUDENTS & COLLEAGUES


Inspiring Today’s Students: Mission Possible

• In challenging times, our duty as educators to inspire our students is more important than ever

• Students need something to believe in, and something to strive for

• And those who want to achieve have a duty to do the work to be the best– Their success is defined by the effort and flexibility each student

is willing to invest in their own future– Truly, a world of possibilities awaits those who are inspired


But you may ask, “What is so important about learning how to inspire people or having

leadership skills when I am here to teach a specific subject?”


EVERYTHING


Today, more than ever, it’s imperative that instructors inspire their students & demonstrate what true leadership brings

We do that by –Defining a classroom’s micro audiences –Honing your style to “speak” to today’s students in a language they understand–Implementing/working with the top 10 game changers affecting educational institutions today –Preparing students for success through goal setting –Becoming an Inspiration!

Dr. Dianne Van Hook, FLEX Workshop Feb.

2, 2012 74

Micro Audiences in the Classroom• Generational styles

– Traditional • Born 1925-1945• evolution, not revolution

– Baby Boomers • Born 1946-1964• how they can make an impact

– Gen X • Born 1965-1980• autonomy and honest feedback

– Gen Y • Born 1981-2003• coaching and collaboration

• Time spent “up front” on you learning who comprises your “audience” will enhance on-going communication

http://www.interactcom.com/foothill_discussion_points.pdf




Once we have determined “who” is in the classroom, we must learn to compete with the external noise that keeps students from hearing the message


To determine what their language even is, we must learn to think like marketers• Marketers and advertisers spend thousands of dollars studying socio-

economic groups like those represented on our campus – To determine what makes them tick – To figure out what actual words will get through the clutter and make an

impact on behavior and thoughts• They then use this information to finely craft a message that resonates

with each slice of their target audience, i.e., the classroom • Like a marketer selling a single product to multiple audiences, an

instructor must determine what message will get through to each student sub-group so the end result is understanding across the board


This type of segmentation is a tall order for sure but, students respond to—and are inspired by—instructors who

• Take the time to LISTEN • Prepare learning materials relevant to the social group• Provide understandable feedback


How Can We Do That? How are You Doing That?

• Set standards for excellence – Expect people to achieve them– Allow people to achieve them

• What does that do to a person’s inspiration? – It sets it on FIRE! – Sets up a paradigm for successful communication


Being Resourceful• Knows no bounds • Generates networks • Inspires providence in others• Brings unlikely partners together• Opens new doors• Enables things to happen that wouldn’t happen otherwise• Creates possibilities• Causes things to happen in exponential ways

There is little we cannot live down—rise above and overcome.


WHAT DOES LEADERSHIP HAVE TO DO WITH INSPIRING PEOPLE?


"Leaders aren't born they are made. And they are made just like anything else, through hard work. And that's the price we'll have to pay to

achieve that goal, or any goal."-Vince Lombardi


Become a Leader Among Your Peers

Leadership is a Relationship.• Tenet #1: To lead, you must have followers.• Tenet #2: Followers must be willing to follow the

leader.• Tenet #3: Leaders influence followers to

embrace the leader’s vision of the future as their own.

The times do not allow anyone the luxury of waiting around for others to lead. All can lead and ought to

be invited to do so.

Matthew FoxDr. Dianne Van Hook, FLEX Workshop Feb.

2, 2012 84

• There are no short cuts, no easy solution to being an inspirational leader

• Leadership is the most studied subject in the world

• And the least understood


Functional Leadership

• All organizations and working groups are unique with each evolving its own distinctive group personality

• Yet all share a common set of three overlapping and interacting areas of need



• The need to achieve the common task• The need to be held together as a complete unit (or

team)• The needs that individuals bring with them into the

group, by virtue of being human beings

87

Characteristics of a Successful Leadership Style• Choose to lead• Be the person others choose to follow• Provide vision for the future• Inspire others• Help other people feel inspired and appreciated• Live your values – behave ethically• Establish an environment of continuous approval• Provide opportunities for people to grow• Care and act and with compassion


Universal Leadership Virtues• Enthusiasm-state of extreme readiness and interest in a

prospective action – willing to be involved with gusto, verve and exuberance

• Integrity-moral soundness or excellence; undeviating adherence to a core of values. Implies trustworthiness and incorruptibility– Inspires trust in others

• Warmth-positive emotions indicating sincere interest in or affection for others; aligned to humanity, should have basic attributes such as kindness and consideration


Universal Leadership Virtues

• Courage-firmness if needed & spirit and in the face of danger or extreme difficulty; the capacity to be a risk-taker.

• Judgment-the mental process that lead to sound decision making and problem-solving & the estimates of people

• Tough but fair – being especially to oneself, realistic and unsentimental, strong or firm but flexible, being even handed, not having favorites


Key Leadership Functions• Planning

– Seeing all available relevant information– Delegating the group task, goals and objectives– Making a workable plan (in context of a decision-

making framework)

• Initiating– Bringing the group a plan– Explaining why as well as who, how, what, when,

where and why– Allocating subtasks and performance standards


Key Leadership Functions• Informing

– Clarify task and plan– Giving new information to the group– Keep team in the picture– Receiving information for the group– Summarizing discussions accurately

• Evaluating – Checking feasibility– Testing the consequences of a proposal– Evaluating for performance


Get Comfortable with Doing Your Homework and Getting Prepared• Don’t assume.• Don’t follow traditional route.• Avoid falling into existing structure.• Form follows function—rate of change. Richard Riley,

former Secretary of Education for President Clinton recently said: “The top 10 jobs forecast for 2010 did not exist in 2004.“

• Ask “why,” and decide “how” to move forward.• Don’t waste time reinventing the wheel.• All of it requires courage—the glue and fuel that holds it

all together!


We are not Born into Leadership, We Convert!• Very few natural-born leaders turn up in the

workplace. People become leaders.• Organizational change begins with leaders who walk

the talk by transforming themselves, and then invite everyone in the organization to lead alongside them.

• Strange as it sounds, great leaders gain authority by giving it away.


The Key to Successful Leadership Today is Influence, not Authority.• In a healthy organization, rewards come by

empowering others, not by climbing over them.• We can lead, and we can follow. An important

aspect of leadership is knowing when to do which.

• Leadership is not about making yourself more powerful. It’s about making people around you more powerful.


Ask your subordinates

• Do you want to develop others? • Are you committed to helping others

succeed? • Are continual improvement and learning

personally important to you?


How inspired colleagues behave

Use emotion – the DNA of Inspiration•Creating stretch goals

– Create Vision and Direction– Communicate powerfully– Develop People– Be a good team player– Foster innovations


Use emotion – It is the DNA of inspiration• They are highly contagious!

– Tune into your own emotions and they impact on how you communicate

– Pay attention to the emotions of others– Become more extroverted– Display your emotions with greater amplitude and

frequency– Physically act the part– Set the tone


Communicate

• Be flexible• Communicate with one another• Be leaders• Recognize opportunities • Get ready ahead of time• Do what’s good for students even if it’s not your personal

preference• If you don’t know, ask • If you have an idea—share it, and keep doing so until

someone listens


We Can’t Do It as Lone Rangers• The hyper fast-moving, wired-up reengineered, quality-

obsessed organization will succeed or fail on the strength of the trust that its managers place in the folks working on the front line.

• The major job is getting everyone to understand and believe that they have something within their personal power to contribute—something that no one else could contribute.

• Victory is much more meaningful when it comes not just from the efforts of one person, but from the joint achievements of many. The euphoria is lasting when all participants lead with their hearts, winning not just for themselves, but for one another.


• Hire the best people, trust them, and then delegate with abandon.

• The ultimate test for a leader is not whether he or she makes smart decisions and takes decisive action, but whether he or she teaches others to make smart decisions and take decisive action.

• Every opportunity counts. When your people come to you for leadership, they’re giving you another chance to help them grow into leaders themselves.


Form a Team—Teamwork

• Build focus, learn trust, and work credibility into your organization

• Clarify expectations and goals• Develop people and you will greatly enhance

capability and responsibility• Pull together and experience the

extraordinary outcomes that no one could do alone


Teamwork – Key components Be specific so the goals and desirable results are clear to

everyone. Define how you will know if you have gotten to your goals. Be realistic, yet stretch. (Know your resources.) Connect the relevance and honest motive to be the bigger

picture. Be clear on timelines.

If you don’t know where you’re going, any road will take you there. Chinese Proverb

103Dr. Dianne Van Hook, FLEX Workshop

Feb. 2, 2012

Put the team first Share team information openly Be part of the solution Seek first to understand Respect others’ opinions Ask and encourage questions Make rational decisions Eliminate internal competition. Build trust with integrity

Teamwork

104

Treat one another with dignity Be accountable for your

actions Accept mistakes and learn

from them Learn continuously Promote interdependence Be patient and persevere Pull the weeds


Develop Meaningful Relationships

• People matter.• We don’t get it done alone.• We need followers and leaders.• When all is said and done, it is the

relationships, the memories of time with others that we will hold onto that will motivate us.


Empowerment

• A self-leader realizes that empowerment is not something that is done to you, it is something you do for yourself. You will find the power in empowerment when you: – Take risks and gain insight– Take responsibility and achieve freedom– Take initiative and create opportunity– Take your own counsel and discover wisdom – In a world crying out for effective leadership, you need to

begin with the most obvious source—YOU! Dr. Dianne Van Hook, FLEX Workshop Feb.

2, 2012 106

Everyone Needs to Lead. . .• The function of leadership is to produce more

leaders, not more followers. • Good leaders surround themselves with good

people, who in turn become good leaders. • What makes a company great is the quality of its

innumerable everyday people.• Everyone has a purpose.



108

Organizations either adapt (change) or die.

---

Leaders help organizations adapt.

The three signposts of leadership

• Qualities – what you are• Situational – what you know• Functional – what you do

What have you led lately? Why did it or didn’t it work? (group activity)


HOW CAN YOU BE AN INSPIRATION?


The Importance of Inspiration

“Leadership is based on a spiritual quality, the power to inspire.”

Vince Lombardi

Leadership of ourselves is a precursor to our success


Inspiration• Is a powerful component of the repertoire• Works as a catalyst• Is seldom “one thing”• Uses various techniques• Is best when it has an end goal/purpose –

student success• Is highly contagious• Has role power• Is driven by human emotion


How Do You Inspire Others?• Encourage students to stick with what they like to do

- What they are passionate about• Help them think BIG and have Noble goals – Do not

undercut their dreams.• Be Expressive• Practice what you preach - Be a role model• Keep an open door• Offer a guiding hand• Be consistent• Stay Positive


Stick with what you love…

• Continue to persevere – no matter how many times it doesn’t work

• Pay more attention to what you want to do then to those who say you can’t do it

• That love, desire, and passion will protect you from failures

• Your keeping after it will inspire others


Think BIG and Noble

• How many can you inspire through your special niche?

• Share ideas and allow them to grow• Let others inform the conversation and move

them forward with you


Thinking BIG is about inspiring people and the impact you have on each person

• Learn to inspire in many ways• If you present and promote a hundred ways

and they only take one – you have still made a difference


Use emotion – It is the DNA of inspiration• They are highly contagious!

– Tune into your own emotions and they impact on how you communicate

– Pay attention to the emotions of others– Become more extroverted– Display your emotions with greater amplitude and

frequency– Physically act the part– Set the tone


Develop People

• They are more likely to stay• Satisfaction and confidence increase• They are better at what they do• They produce better work• It is a fundamental human need


How have you done that?

(group exercise here)


Stay Positive-Avoid Naysayers

The process of inspiring others comes with the challenge of negative naysayers.•Those who do not believe that people can change•Those who are afraid to change themselves and don’t want you to do so•Those who don’t / won’t trust others; work to undermine – manipulate and underscore others•Those who will criticize you behind your back and gossip/miscommunicate your efforts and actions versus having the courage to talk with you directly


• Stop:– Spending time with the wrong people– Running from your problems– Lying to yourself– Trying to be someone you are not– Holding on to the past– Berating yourself for old mistakes and being willing to make mistakes– Looking only to others and not yourself for happiness– Being idle – if idle is stuck!– Getting involved in relationships for the wrong reason– Competing with everyone else– Holding grudges– Wasting time explaining yourself to others– Overlooking the beauty of small moments– Acting like everything is fine if it isn’t– Trying to be everything to everyone– Focusing on what you don’t want to happen– Being ungrateful Dr. Dianne Van Hook, FLEX Workshop Feb.

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Be ExpressivePassion is something you must have and be willing to express if you really want to inspire others. You can gain in others if:•You publicly express that you are passionate and excited•You make it harder to inspire if you are being unenthusiastic •Expressive passion is contagious because of the curiosity it stirs in others•Some of them will investigate what you are saying and take the time to learn about it


Keep an Open Door

• Maintain open invitation• Personally welcome people in (many students

are afraid of you!) • Listen to their needs• Maintain healthy (honest, respectful, genuine)

line of communication


Offer a Guiding HandThe best part of inspiring others is to have interest in what you do and recognizing your students and colleagues. Have an opportunity to see them grow and change as well.•Share personal stories•Teach them what you have learned along the way•Talk about your failures and achievements•Ask them questions about themselves and their progress•Help them avoid mistakes you have made•Maintain a positive outlook about their forward progress and ability to learn


Be Consistent

Consistency in actions, information, and normal standards is extremely important. • People want to see and associate your ideas with a reliable plan they can follow•Compliment your actions with inspirational stories•Story telling allows you to reproduce important past experiences as a means to guide and inspire


Keys to Inspiring Communication• Communicating powerfully is one of the behaviors behind the

ability to inspire:– Seek opportunities to communicate in all ways– Expand the frequency and volume– Go for the big picture– Keep it positive– Ask more questions – give fewer directions (if you trust your staff,

you will let them go)– Share the spotlight (It is not all about you!)– Step in to the listener’s shoes– Make it 2-way– Use multiple venues (dialogs and meetings)– Tell relevant stories– Follow up– Communicate with passion and enthusiasmDr. Dianne Van Hook, FLEX Workshop Feb.

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Group activityQ: What’s the most motivating story you were ever told? Or have told?

Q: What will you do next?


Resources Books•“The Inspirational Leader: How to motivate, encourage and achieve success” by John Adair, 2009 Kogan Page Limited •“Mindset: The new psychology of success” by Carol S. Dweck, Ph.D., 2008 Ballantine Books Trade Edition •The Inspiring Leader: Unlocking the secrets of how extraordinary leaders motivate” by John H. Zenger/Joseph R. Folkman, 2009 McGrawHillReports •“2011-12 Santa Clarita Community College District-College of the Canyons Annual Report”•“Advancing Student Success in the California Community Colleges”-California Community Colleges Student Success Task Force Report•“Pathways to Prosperity”-Report issued by VCCA Workforce Education Committee; Dec. 9, 2011Links http://www.interactcom.com/foothill_discussion_points.pdf http://www-cgi.cnn.com/video/#/video/us/2010/10/29/gps.gerstner.us.workers.cnn





Inspired to Excel Dr. Dianne Van Hook Flex Workshop ~ Feb. 2, 2012 “Inspired to Excel”

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Transcript of Inspired to Excel Dr. Dianne Van Hook Flex Workshop ~ Feb. 2, 2012 “Inspired to Excel”