Are you a Multiplier or Diminisher?
My principal shared this article with our leadership team last week, and since I wholeheartedly agree with the premise and research findings, I thought it would be worth passing along to you all. It seems like common sense for leaders...empower your teachers and build their leadership capacity (be a Multiplier). In reality though, too many leaders refuse to share or relinquish any degree of control, and they only trust in their own ability to make important decisions and produce results (they are Diminishers). Most teachers can and do have brilliant ideas and creative solutions to existing problems, and they have the potential to be powerful agents of positive change. Unfortunately, most times their amazing potential is never realized or actualized. Like the article states, "It is the organization led not by the genius, but by the genius maker that taps and unleashes brilliance across an entire school or district. What could your school accomplish if you could mobilize all the energy and intelligence around you?" It's also important to consider how this relates to school culture and climate. As educational leaders, we should be cognizant of The Multiplier Effect and constantly strive to be genius makers!
http://www.ascd.org/ascd-
http://www.ascd.org/ascd-
Charlie, this was a very interesting article to read. I am definitely a multiplier! It is a testament of what I preach to my teachers...Work smarter - not harder! It makes so much sense to work as a team to get the job done. I am all about empowering my teachers and building leadership capacity within our school. I don't claim to know it all, so I utilize and rely on others' expertise. Teachers need to feel valued and appreciated.
ReplyDeleteGreat article Charlie. Loved the line "when leaders force their ideas they drain intelligence, energy, and capability from the people around them." I have met many staff including myself who have felt why bother giving my all when "they" are going to do it their way anyway. Definitely diminisher spirit.
ReplyDeleteNicole, I didn't read your post until after I posted mine. You and your staff are examples of Psychologist Martin Seligman's "Learned Helplessness" theory. When enthusiastic teachers share ideas with the principal and is consistently told "NO" or is ignored, they eventually learn to give up and do exactly what they are told - no more and no less.
DeleteSo true! That is a great line Nicole, and you're right Joe about it being learned helplessness. It's such a shame that it's a pervasive problem throughout the field, and it's difficult to remedy when the source of the problem is at the top! Thanks for the replies.
DeleteCharlie, before I even got to the end of your post I was thinking how being a multiplier or diminisher effects culture and climate. In an environment lead by a diminisher, people can develop what Martin Seligman (psychologist) coined, Learned Helplessness. When past experiences teaches us that we can not escape, we no longer try to change...we give up the fight and accept whatever is thrust upon us. A culture where the people value teams and share knowledge is a culture where creativity can thrive and the collective "we" can make a difference in student development.
ReplyDeleteI completely agree with you about it having a HUGE effect on the culture and climate. I myself would have a very difficult time working "for" a diminisher after having worked "with" a multiplier for so long. And I have seen first hand how the two different modes dictate the climate and culture of their respective schools.
DeleteCharlie I really enjoyed this post and truly intend on sharing. It is very important that leaders not force ideas rather share decision making. Both leadership styles can affect school climate and ultimately culture.
ReplyDelete