Judgment & Problem Analysis

a. Analyzing relevant information, frame issues; identify probable causes and reframe issues

b. Demonstrate adaptability and conceptual flexibility

c. Assisting others in forming opinions about problems and issues

d. Reach logical conclusions by making quality, timely decisions based on available information

e. Identify and give opportunity to significant issues

f. Demonstrate an understanding of and utilize appropriate technology in problem analysis

g. Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation

Reflection: 12 - Judgment and Problem Analysis

             The problem solving process is typically driven by speed of action and perceived urgency for solutions. The pressure educational leader’s face to solve problems quickly with subsequent action is great. However, the process of problem solving is fluid, ideally moving back and forth between interpretation, data collection and action in an on-going effort to comprehensively diagnose and reevaluate situations. As an education professional and leader, I value reflective practice.  Problem solving should not be resolved by swift, instantaneous action but by action taken in combination with time spent investigating and evaluating various interpretations of situations in an effort to reflect on alternative solutions.

            The single most important skill and most undervalued capacity for adaptive leadership is diagnosis (Heisetz, Grashow and Linsky).  Diagnosis, including judgment and problem analysis, requires deliberately pursuing multiple perspectives prior to taking action. Leaders need to be able to step away and observe ‘from the balcony.’ This enables the leader to analyze the dynamics and patterns of behavior that are positively or negatively influencing the event. Diagnosis and action can then flow from problem identification (the what), to the interpretive stage (the why) and the potential approaches to action (Heisetz, Grashow and Linsky).

            This approach aligns with my value of partnership collaboration. Included in my artifacts is a staff development agenda on the topic of a behavior intervention room for secondary special education students. I chose this artifact because the topic of behavior always proves to be a discussion between staff and administration that demands action. However, without systematic proactive planning, administrative and staff response will continually remain reactive. I developed this agenda to guide staff through a discussion that analyzed the issues being faced, framed within the context of the building/student/teacher needs with identification of multiple possible solutions.

            As an educator change is faced consistently when attempting to impact achievement gaps and student success. Accessing innovative instructional practices and new ideas are best practice. This change does not necessitate abandoning past practices. However, it does require prioritizing what has worked in the past and deciding what to continue and what to discard for the future. Heisetz, Grashow and Linsky refer to this challenge as what is essential to preserve and what is expendable. The educational leader is consistently faced with a culture of ‘this is how we have always done things.’ New ideas and district initiatives are often viewed with a sense of apprehension as status quo practices are challenged. The educational leader needs to model both conservative and progressive practices, two ideas that are often seen as polar opposites, in an effort to foster a culture of positive change.

            In my work as a Behavior Specialist, I have experience in the area of framing issues and presenting new ideas and information to staff that aligns with a value of proactive behavior intervention and its impact on student achievement.  This is not easy. Asking staff to try new interventions with students can manifest distress when teachers continue to replicate techniques that worked in the past but have now become ineffective with a new generation of students. One of the requirements for my course on the special education director was to present an adaptive challenge that is faced today in special education.  This exercise was not easy but was the best learning experience I had throughout my coursework for administrative licensure. My presentation power point artifact titled Change and Challenge, illustrates my personal experience facing an adaptive challenge in my district. It shows how I worked to frame the issue of behavior intervention as a value connected to the overall district improvement plan and increased student achievement. Through this exercise, I was required to identify an issue, frame it in the context of stakeholder needs, identify solutions and resources and present an action plan. The assignment was critical to my understanding of the process of judgment and problem analysis as it applies to situations faced as a special education director. This challenge also ties in to a proposal I presented to my district staff development committee in which I identified the need for continuous crisis prevention training analyzing different training models and cost comparisons to the district with several solutions for action.

            Through my fieldwork hours I was able to participate in meetings as Intermediate District 917 administration analyzed document imaging proposals for implementation. The proposals, drafted by the district business manager, included cost comparisons, service agreements, contract lengths and training support from two vendors. I observed collaborative team decision making between the superintendent, business manager, assistant special education director and technology support. The proposal and information supporting the document imaging needs of the district are included in my artifacts.

            As an educational leader my skills and experiences analyzing needs, predicting variables and responding with decisions and action will be used. Accessing the expertise of colleagues in a collaborative leadership model is what I do well and this skill will be important to gather information and make quality decisions. Communication in conjunction with timely decisions based on diagnosis and analysis will not ensure that action will always be perfect but it will model a culture of partnerships and trust, two concepts that will always be at the forefront of my leadership style.

References

Heisetz, Ronald, Grashow, Alexander, & Linsky, Marty (2009). The practice of adaptive leadership. Boston, MA: Harvard Business     Press.

Artifacts

Staff Development Agenda.jpg (65,7 kB)  SDA page 2.jpg (43,4 kB)

Document Imaging Needs Proposal.jpg (112,7 kB) DINP page 2.jpg (136,7 kB) DINP page 3.jpg (100,8 kB) DINP page 3.jpg (100,8 kB) DINP page 4.jpg (61,7 kB) DINP page 5.jpg (83 kB) DINP page 6.jpg (103,6 kB) DINP page 7.jpg (106,4 kB) DINP page 8.jpg (99,1 kB)

  Change and challenge PP.ppt (3,2 MB)