Focus & Equip (2009.10): How involved are your stakeholders in organizational improvement?
07/10/09 07:40 Filed in: Focus &
Equip
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1-2-14 Shinkawa Cho, Higashi Kurume Shi, Tokyo 203-0013
How often do you empower others to explore their current reality?
You want to achieve your goal. And you want to take action now! Ever feel like that? I have. I like the energy, but I don’t necessarily like the results.
Why? Because when I take action without reflecting on my current reality, I forget to take into account things like family plans and my overall workload. What happens? I achieve things I don’t want (like family disharmony and personal fatigue), and I don’t achieve my goal.
Question: How often do you empower others to explore their current reality?
*To learn more about coaching others on the reality of their goals, click here.
How involved are your stakeholders in organizational improvement?
You want your organization to improve. You know that to improve, your organization must carry out its improvement plans. And you know that for your organization to carry out its improvement plans, your stakeholders must be involved.
Question: How involved are your stakeholders in organizational improvement?
To get an idea of how involved your stakeholders are in organizational improvement, take the following assessment (which targets school stakeholders). Rate each item, using the following scale:
4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely
___ Students support the improvement plans.
___ Parents support the improvement plans.
___ Staff support the improvement plans.
___ Leaders support the improvement plans.
___ Students are involved in implementing the improvement plans.
___ Parents are involved in implementing the improvement plans.
___ Staff are involved in implementing the improvement plans.
___ Leaders are involved in implementing the improvement plans.
___ Stakeholders support and are involved in implementing the improvement plans.
3 questions:
Teacher encouraged by assessment results
Kim Essenburg, English 10 teacher at
Christian Academy in Japan, reflects her assessment
results.
What assessment did you give your students?
Kim: I gave them an essay (750-1000 words) on “Who are you spiritually, temperamentally, and culturally, and why is this a significant question to consider?”
What were your assessment results?
Kim: My students did a good job of responding to the prompt. I was encouraged by their essays. They wrote things like:
"Jesus, my model, influences which cultural values I adopt."
“I thank God for His allowing me to live overseas; I see it as a blessing. I think it was His plan all along to reduce the shyness in me by thrusting me out into the unknown so many times.”
"As a human, I am a reflection of God and therefore have value (Gen. 1.27, Matt. 10.31). As a Christian, I am a child of God (Eph. 5.1). These truths are liberating because they mean that I do not need to focus on obtaining value and love—I already have them. Instead, I can work on making others feel valued and loved (I Cor. 10.24)."
"I have a bad habit of comparing myself with others and feeling insecure, but now I realize that God gives each person a precious gift. Knowing this, I began to gain confidence in what I like and am good at doing, such as music and making people feel welcomed."
"Being a student at Christian Academy in Japan has transformed me spiritually. Although my family is not Christian, being in a Christian environment has led me to become a Christian....”
Empower others to give students opportunities to think through answers for themselves
Here's a set of DRAW questions you can use for a discussion of “How can you give your students opportunities to think through answers for themselves?”
Define: Get the facts defined.
During the last week or unit, what opportunities did students have to think through answers for themselves?
Respond: Get the facts responded to in terms of feelings/experiences.
1-2-14 Shinkawa Cho, Higashi Kurume Shi, Tokyo 203-0013
How often do you empower others to explore their current reality?
You want to achieve your goal. And you want to take action now! Ever feel like that? I have. I like the energy, but I don’t necessarily like the results.
Why? Because when I take action without reflecting on my current reality, I forget to take into account things like family plans and my overall workload. What happens? I achieve things I don’t want (like family disharmony and personal fatigue), and I don’t achieve my goal.
Question: How often do you empower others to explore their current reality?
- Consistently?
- Usually?
- Sometimes?
- Rarely?
- What’s happening?
- How do you feel about this?
- How is God using _______ in your life?
- What are some other ways to look at this?
*To learn more about coaching others on the reality of their goals, click here.
How involved are your stakeholders in organizational improvement?
You want your organization to improve. You know that to improve, your organization must carry out its improvement plans. And you know that for your organization to carry out its improvement plans, your stakeholders must be involved.
Question: How involved are your stakeholders in organizational improvement?
To get an idea of how involved your stakeholders are in organizational improvement, take the following assessment (which targets school stakeholders). Rate each item, using the following scale:
4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely
___ Students support the improvement plans.
___ Parents support the improvement plans.
___ Staff support the improvement plans.
___ Leaders support the improvement plans.
___ Students are involved in implementing the improvement plans.
___ Parents are involved in implementing the improvement plans.
___ Staff are involved in implementing the improvement plans.
___ Leaders are involved in implementing the improvement plans.
___ Stakeholders support and are involved in implementing the improvement plans.
3 questions:
- How involved do you want your stakeholders to be in organizational improvement?
- How can you increase stakeholder involvement in organizational improvement?
- What are you going to do?
Teacher encouraged by assessment results
What assessment did you give your students?
Kim: I gave them an essay (750-1000 words) on “Who are you spiritually, temperamentally, and culturally, and why is this a significant question to consider?”
What were your assessment results?
Kim: My students did a good job of responding to the prompt. I was encouraged by their essays. They wrote things like:
"Jesus, my model, influences which cultural values I adopt."
“I thank God for His allowing me to live overseas; I see it as a blessing. I think it was His plan all along to reduce the shyness in me by thrusting me out into the unknown so many times.”
"As a human, I am a reflection of God and therefore have value (Gen. 1.27, Matt. 10.31). As a Christian, I am a child of God (Eph. 5.1). These truths are liberating because they mean that I do not need to focus on obtaining value and love—I already have them. Instead, I can work on making others feel valued and loved (I Cor. 10.24)."
"I have a bad habit of comparing myself with others and feeling insecure, but now I realize that God gives each person a precious gift. Knowing this, I began to gain confidence in what I like and am good at doing, such as music and making people feel welcomed."
"Being a student at Christian Academy in Japan has transformed me spiritually. Although my family is not Christian, being in a Christian environment has led me to become a Christian....”
Empower others to give students opportunities to think through answers for themselves
Here's a set of DRAW questions you can use for a discussion of “How can you give your students opportunities to think through answers for themselves?”
Define: Get the facts defined.
During the last week or unit, what opportunities did students have to think through answers for themselves?
Respond: Get the facts responded to in terms of feelings/experiences.
- When you were a student, what excited/concerned you about thinking through answers for yourself?
- What excites/concerns your students about thinking through answers for themselves?
- What excites/concerns you about your students thinking through answers for themselves?
- How does thinking through answers for yourself impact your learning?
- How does thinking through answers for themselves impact students’ learning?
- How does thinking through answers for themselves impact students connecting what they study and what the Bible teaches?
- How can you provide opportunities for your students to think through answers for themselves?
- How will you provide opportunities for your students to think through answers for themselves?