building good image

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The general or public perception of a company, public figure, etc., especially as achieved by careful calculation aimed at creating widespread goodwill.

a mental representation; idea; conception.

Studies of schools with a good image in their community show that in general they have the following characteristics:

Exam results are good

They are oversubscribed

High student numbers means they are often well-resourced

Staff morale is good

Students are motivated and care about their school

Parents are more likely to take an active role in helping the school

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People disagree as to what schooling should

be because they have different expectations of the school. These expectations can be understood in terms of their having three different images of the school, the Temple/Church , the Factory and the Town Meeting. Conflicting images generate conflicting expectations. Conflicting expectations maintain school controversies.

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A meeting of parents in one school described the kind of administrator they wanted to replace the one then retiring. Here are some of the descriptions offered by various community members:

"strong leadership,"

"child-focused,"

"focus on the future,“

"team-builder,“

"responsive to the needs (of children),“

"someone who is proactive,“

"knows right from wrong,“

"can get all the constituents together,“

" employs interactive management,“

"should recognize students as individuals that require undivided attention.“

If we assume that God was not applying for the position we can appreciate how very demanding and possibly conflicting these characteristics might be in a single individual. But these characterizations are not merely some hodge-podge. They focus about three points, forming constellations of expectations we will call expectations models of the school.

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What is the school that people worry about its

being moral and effective and politic, often all at

the same time?

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The most ancient and still most common image of the school is as a moral community, a temple of learning.

As a temple, the school's primary function is nurturant and formative. The administrator is the moral leader, a high priest. Teachers are clergy. Students are novices being inducted into the order. What is studied is good; what is ignored is ignoble.

What the teacher or administrator tells you, you do. The rules of the school are revered; authority is unquestioned. Success is acceptance as a properly educated person; a kind of character formation. Infractions are moral evils, a kind of sin.


http://www.newfoundations.com/SchoolImage.html



This depiction is exaggerated but captures what many parents and students expect of the school. A study of parent expectations in middle schools indicates the top five of nine in rank order are:

- Children should be physically and psychologically safe. - Each child should know an adult well enough to confide

in. - The school should be concerned that students have

"constructive" friends. - The school should get kids involved in activities. - Kids should have enough good experiences to want to

return the next day.





Their next four expectations were that: (i) the school should prepare a student for next

higher school, (ii) it should keep parents informed, (iii) it should make parents feel welcome (iv) it should teach parents about adolescent

behavior. (Every educator encounters this demand sooner

or later: "Make the kids do what I think is proper, but keep them happy in the process.")





In a productive organization, the management must determine the order and sequence of all of the various processes through which the raw material or the partially developed product shall pass, in order to bring about the greatest possible effectiveness and economy; and it must see that the raw material or partially finished product is actually passed on from process to process, from worker to worker, in the manner that is most effective and most economical" ----- John Franklin Bobbitt





The factory model of the school, like the temple, does not permit questioning its basic authority. Its values and goals are preordained. What differs however is that where the main concern of the temple is good manners, the main concern of the factory is efficiency. Accordingly the roles played by various participants are interpreted differently.





The administrator is CEO or production manager — “instructional leader” to use a term very much in vogue. Teachers are workers or foremen to students’ being, respectively, raw material or workers. Success is judged by testing outputs. Infractions are dealt with because they impede production.

(School people tend to prefer the factory model, particularly administrators, as it ties into newer scientific traditions)





If teaching or managing schools were certain, clear, and straightforward tasks, then educators could find a haven in a professional culture or technology. But education is an indeterminate enterprise. Its purposes and technologies are unclear. Its goals are diverse, diffuse and disputed among various stakeholders. -- Deal & Wiske




It is upsetting to many people to think of the school as a Town Meeting

In such a forum, morals count for little, perhaps, at best, to create confidence about promises. What really matters are knowledge, position and power. Negotiation is the process but which concerns are dealt with and appeals to morality or efficiency are just part of this process. Again, this is an idealization that seldom appears full bloom in the real world. But there are unmistakable signs that schools function to some extent as does a Town Meeting. Every parent, indeed, every citizen expects that school procedures and processes will be open to negotiation for their sake.




How would we understand the roles of different people under the Town Meeting image? The Administrator is the representative of an interest group: administration. An individual teacher represents teachers. A student, students. Each is a negotiator for the goals of his or her special interest group. Success under this model is judged by having and maintaining power: control of available resources. There are no infractions — right and wrong have no substantial meaning — only occasions for renegotiation.





Role, Item Church/Temple Factory Town Meeting

Administrator High Priest Production Manager Negotiator

Teacher Clergy Worker Negotiator

Student Novice Raw Material Negotiator

Basis for Decision Morality, Propriety Efficiency Power

Success Attaining Intrinsic

Goals

Achieving Output

Quotas Maintaining Power

Infraction Immorality Inefficiency (inapplicable)


BUILDING GOOD IMAGE THROUGH EMOTIONAL INTELLIGENCE (EQ)


“Emotional Intelligence (EQ) refers to the capacity for

recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and our relationships”

(Goleman, 1998) “Emotional intelligence (EQ) is the ability to identify, use,

understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict”.

Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others.



Definition Hallmarks

Self-Awareness The ability to recognize and understand your moods, emotions, and drives, as well as their effect on others

Self-Confidence realistic self-assessment Self-deprecating sense of humor

Self-Regulation The ability to control or redirect disruptive impulses and moods The propensity to suspend judgment-to think before acting

Trustworthiness and integrity Comfort with ambiguity Openness to change

Motivation A passion to work for a reason that go beyond money or status A propensity to pursue goals with energy and persistence

Strong desire to achieve Optimism, even in the face of failure Organizational commitment

Empathy The ability to understand the emotional makeup of other people Skills in treating people according to their emotional reactions

Expertise in building and retaining talent Cross-cultural sensitivity Service to client and customers

Social Skill Proficiency in managing relationships and building networks An ability to find common ground and build rapport

Effectiveness in leading change Persuasiveness Expertise in building & leading teams

The Five Components of Emotional Intelligence at Work

Selection:

National US Dept of Labour Survey

corporations are increasingly listing emotional competences as criteria for new hires

Graduate Management Admissions Council Survey

More companies are seeking MBA’s with emotional intelligence


Derailment:

Center for Creative Leadership study

Rigidity, poor relationships and the inability to lead teams are the most common traits of executive who derail

Egon Zehnder Study

Managers who derailed all had high levels of expertise and intelligence but many were arogant and had a disdain for teamwork


Success: Longitudinal studies of Harvard graduates and foreign service

officers found that test scores on entrance exams did not predict career success

Hay McBer’s study of hundreds of executives at 15 global

organizations, including Pepsi, IBM, and Volvo found that two-third of the competencies deemed essential to success were emotional competencies

Daniel Goleman’s analysis of 181 jobs in 121 organizations

found that emotional competencies were the best differentiators between star performers and typical performers


What are Strategy Maps? “A Cause-and-Effect, Visual Depiction of Strategy” A strategy map is a diagram that is used to

document the primary strategic goals being pursued by an organization or management team.


http://en.wikipedia.org/wiki/Organization

http://en.wikipedia.org/wiki/Senior_management

A strategy map is:

a visual depiction of a strategy

a communications device that speaks to tens to thousands of employees

a structure that forces cause-and-effect into a strategy

a structure that aligns internal drivers to external outcomes


It serve an important role in the articulation and construction of a strategy

It provides the architectual skeleton to ensure leadership teams define their desired outcomes, which can be financial or mission-oriented.

It then ensures the proper voice/actions/perceptions of the customer are

articulated in relationship to the desired outcomes. It aligns the internal business process and

intangible human and knowledge assets required to achieve the customer results and outcome results.


strategy maps speak to people

They are central to an organizational strategy advertising and publicity/image campaign.

While they are not meant to be stand-alone communications pieces, they are the sheet music from which leaders can summarize and articulate the core messages and logic of the strategy.


5 I V E

I M A G E

R U L E S



Innovation

-This is all about making this day better than yesterday. -Dream big but yet start small. That is the key

Mastery

-Be so good that people cannot ignore you -Nothing less than my very best

Authenticity

-Be yourself in a world that is constantly trying to make you something else. -There will never be a better you than you

Gut

-Need to dare more than a reasonable person and risk far more than an ordinary person

Ethics

-What you have in all is your reputation -Ensure your deeds reflect your creed -Integrity always lead to beautiful reward -Success lies at the intersection where excellence meets honor.

There is no royal road to anything. One thing at a time, all in succession. That which grows fast, withers as rapidly. That which grows slowly, endures.

Josiah Gilbert Holland

Remember that productivity alone doesn’t guarantee good image. You must combine productivity with a consistent positive attitude and a team effort, whether you’re looking to ‘build a good image’ or looking to keep the one you have.


building good image

Education