Académique Documents
Professionnel Documents
Culture Documents
International Board of Educational Research and Resources (IBERR) Cape Town South Africa
CONTENTS
FOREWORD INTRODUCTION
PAGE
Shaping your Schools Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 From Personal Vision to Shared Visions . . . . . . . . . . . . . . . . . . . . . . . . 8 If I were Principal again Project Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Effective Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 The Visionary Leader Group Bonding Lessons from Geese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
BOOK IV: THE VISION IN MUSLIM SCHOOLS BOOK V: CREATING, MAINTAINING AND ASSESSING THE VISION
Effective principals do the same things that effective teachers and superintendents do. They lead rather than boss, and they are driven by service to others. The leadership question has been debated, discussed and written about for many decades. During the 60s and early 70s, the literature focused on managing or getting things done rather than leading. The newest alternative to the leadership perspective is the stewardship concept, introduced in Peter Blocks book Stewardship. Block defines stewardship as putting service over self-interest.
What is their Role? Policy-makers provide the framework for education and for the schools, but it is the principal in each school who provides individual direction in implementing the framework. Principals have the responsibility for creating a school culture that will either move the school toward excellence or maintain and further the excellence that may already be there. Principals understand that to build and maintain successful schools, one has to work simultaneously on: needs and skills; goals, roles and coordination; and power and conflict. Schools are highly complex human organizations, and the work of principals and other school administrators is equally complex. The general public does not fully understand how the role of the principal has been shaped by the changes taking place in society and by the students coming to school daily. Most people I meet who ask what I do for a living respond by saying, Are you keeping those kids in line? While behavior management and student discipline take up far more time than they should, it is only one part of a very important and compelling job. Effective principals have the capacity for understanding their schools and responding to situations in symbolic as well as managerial ways. Too many principals do not understand or view their role in the symbolic way. Cultural leadership defines the leader as one who is able to analyze and understand the unique characteristics that comprise the culture of his or her school, and identify and reshape those aspects of a schools culture that are inconsistent with or hinder what he or she is trying to accomplish. The principal models cultural goals, values and norms by talking to teachers, students and parents about learning and academic goals. Cultural leadership requires the leader to be more of a philosopher and a visionary than a technician or a specialist.
Elements of Organizational Culture A recent study of elementary principals in California focused on identifying the elements of organizational culture that contributed the most and those deemed easiest to use in shaping the school culture. Additionally, the study identified the culture-shaping tools found to contribute the most and to be easiest to use. Cultural elements influence the behavior of teachers and students. The elements of culture are important to defining and examining the strengths and weaknesses of an organization. Here is a brief definition of those elements. 1. Shared values and beliefs These are the basic concepts of an organization that form the heart of corporate or school culture. They are widely shared and understood by all the members of the organization and passed on to new members who come into the organization. 2. Heroes and heroines The essential figures in a culture personify the cultures values and demonstrate what others must do to be successful. They exemplify behavior that others will try to emulate. 3. Rites and rituals These refer to the systemic and programmed routines of day-to-day life. These are the regular ways of doing things that show employees the kind of behavior that is expected of them. 4. Communication network This refers to the primary (informal and formal) means of communication within an organization. Information is transmitted throughout the organization through storytellers and groups. 5. Stories, sagas, lore and myth These are vehicles for transmitting messages that convey the history of the organization. They interpret what goes on and are the primary (but informal) means of communication within an organization. 6. Rules (norms), rewards and sanctions These daily events are the systematic and programmed routines of day-today-life in an organization. They show organization members the kind of behaviors that are expected and accepted while reinforcing the organizations core values and beliefs. 7. Physical environment This refers to the feeling or climate that is conveyed in an organization by the physical layout and the way in which members of the organization interact with customers or other outsiders. The principals surveyed ranked the elements that contributed the most to shaping their schools organizational culture. The three top-ranked elements that contributed the most were: 1. Shared values and beliefs; 2. Communication network; and 3. Rules, rewards and sanctions.
The three elements ranked easiest to use were: 1. Communication network; 2. Rules, rewards and sanctions; and 3. Physical environment.
Shaping Tools
Taking time to understand your organizational culture and how to strengthen it is critical to initiating any change effort. Equally important is understanding what tools the principal can use to foster needed changes in the organizational culture. Nine culture-shaping tools were rated by principals to ascertain effectiveness. The nine tools are: Modeling, teaching and coaching. Managing the communication network. Allocation of resources, time and rewards. Recognition. Focusing attention. Establishing stretch goals. Creating ceremonies and rituals. Hiring, transfering, promoting and dismissing staff. Celebrating heroines and heroes. Use of stories, sagas, lore and myth.
Ranking of Tools
The top three culture-shaping tools identified by the principals were: 1. 2. 3. Managing the communication network. Modeling, teaching and coaching; and Allocating resources, time, rewards and recognition.
It is important to note that the same three tools also contributed the most to shaping the schools culture and were deemed the easiest to use. These are powerful tools not only for leaders in organizations but also for teachers in classrooms. Leaders who pay attention to establishing positive, open and ongoing communication systems demonstrate their ability to share power and information. The transmission of information is critical to decision-making and fosters an environment where all members feel important.
Conclusion
School leaders cannot reform curriculum or implement a new governance structure in schools until teachers are willing to accept reform, to take a part in it, and to teach and manage change. This will require changing the schools culture and changing the attitudes of its personnel. Reforms cannot be effective until the values and beliefs of the members of the organization are reshaped so that they are able to accept new ideas willingly and to respond to change easily. The notion that the school should look different, and that children will be engaged in different or nontraditional ways of learning can be threatening to some people. As long as leaders view their role as primarily bureaucratic (controlling the organization) rather than as facilitators of people and processes that are primarily responsible for developing all the members of the organization, the culture of the work environment will remain essentially the same. We must be centered on service from bottom to top and stop viewing our organizations as hierarchical. Bossing, telling and controlling imply that the leader knows best how to define the vision and mission of an organization. Stewardship means giving control to those closer to the work, and allowing the organizations members to define their purpose rather than leaving it up to the leader.
A d a p ted fr om : Gloria Alkire 1995 THRUST FOR EDUCATIONAL LEADERSHIP May/June 1995 (Pages 22 to 26).
Not by Tomorrow !
Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment. My vision is not whats important to you. The only vision that motivates you is your vision. It is not that people care only about their personal self-interest. Rather, what is stressed is that caring is personal. It is rooted in an individuals own set of values, concerns, and aspirations. This is why genuine caring about a shared vision is rooted in personal visions. This simple truth is lost on many leaders, who decide that their organization must develop a vision by tomorrow! Organizations intent on building shared visions continually encourage members to develop their personal visions. If people dont have their own vision, all they can do is sign up for someone elses. The result is compliance, never commitment. On the other hand, people with a strong sense of personal direction can join together to create a powerful synergy toward what I/we truly want. Personal mastery is the bedrock for developing shared visions. This means not only personal vision, but commitment to the truth and creative tension the hallmarks of personal mastery. Shared vision can generate levels of creative tension that go far beyond individuals comfort levels. Those who will contribute the most toward realizing a lofty vision will be those who can hold this creative tension: remain clear on the vision and continue to inquire into current reality. They will be the ones who believe deeply in their ability to create their future, because that is what they experience personality. In encouraging personal vision, organizations must be careful not to infringe on individual freedoms. No one can give another his vision, nor even force him to develop a vision. However, there are positive actions that can be taken to create a climate that encourages personal vision. The most direct way is for leaders who have a sense of vision to communicate it in such a way that others are encouraged to share their visions. This is the art of visionary leadership how shared visions are built from personal visions.
longer rests on their shoulders alone. Early on, when they are nurturing an individual vision, people may say it is my vision. But as the shared vision develops, it becomes both my vision and our vision. The first step in mastering the discipline of building shared visions is to give up traditional notions that visions are always announced from on high or come from an organizations institutionalized planning processes. In the traditional hierarchical organization, no one questioned that the vision emanated from the top. Often, the big picture guiding the school wasnt even shared all people needed to know were their marching orders, so that they could carry out their tasks in support of the larger vision.
Disappointing Results
Using the traditional top-down approach to creating the vision produces results that are often disappointing for several reasons. First, such a vision is often a one-shot vision, single effort at providing overarching direction and meaning to schools strategy. Once its written, management assumes that they have now discharged their visionary duties. Writing a vision statement can be a first step in building shared vision but, alone, it rarely makes a vision come alive within an organization. The second problem with top management going off to write their vision statement is that the resulting vision does not build on peoples personal visions. Often, personal visions are ignored altogether in the search for a strategic vision. Or the official vision reflects only the personal vision of one or two people. There is little opportunity for inquiry and testing at every level so that people feel they understand and own the vision. As a result, the new official vision also fails to foster energy and commitment. It simply does not inspire people. In fact, sometimes, it even generates little passion among the top management team who created it. Lastly, vision is not a solution to a problem. If it is seen in that light, when the problem of low morale or unclear strategic direction goes away, the energy behind the vision will go away also. Building shared vision must be seen as a central element of the daily work of leaders. It is ongoing and neverending. It is actually part of a larger leadership activity: designing and nurturing the governing ideas of the enterprise not only its vision per se, but its purpose and core values as well. Sometimes, managers expect shared visions to emerge from a strategic planning process. But for all the same reasons that most top-down visioning processes fail, most strategic planning also fails to nurture genuine vision. This is not to say that visions cannot emanate from the top. Often, they do. But sometimes they emanate from personal visions of individuals who are not in positions of authority. Sometimes they just bubble up from people interacting at many levels. The origin of the vision is much less important than the process whereby it comes to be shared. It is not truly a shared vision until it connects with the personal visions of people throughout the schools. For those in leadership positions, what is most important is to remember that their visions are still personal visions. Just because they occupy a position of leadership does not mean that their personal visions are automatically the schools vision.
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Ultimately, leaders intent on building shared visions must be willing to continually share their personal visions. They must also be prepared to ask, Will you follow me? When visions start in the middle of an organization, the process of sharing and listening is essentially the same as when they originate at the top. But it may take longer, especially if the vision has implications for the entire organization.
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Wants it. Will make it happen. Creates whatever is needed. Wants it. Will do whatever can be done within the spirit of the law. Sees the benefits of the vision. Does everything expected and more. Follows the letter of the law. Good soldiers. On the whole, sees the benefits of the vision. Does whats expected and no more. Pretty good soldier. Does not see the benefits of the vision. But also does not want to lose job. Does enough of whats expected because he has to, but also lets it be known that he is not really on board. Does not see benefits of vision and will not do whats expected. I wont do it; you cant make me. Neither for nor against the vision. No interest. No energy. Is it five oclock yet?
Apathy:
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Core values answer the question How do we want to act, consistent with our mission, along the path toward achieving our vision? A schools values might include respect, integrity, openness, honesty, freedom, equal opportunity, merit, or loyalty. They describe how the school wants life to be on a day-to-day basis, while pursuing the vision. Taken as a unit, all three governing ideas answer the question, What do we believe in? We must recognize that there is a burning need for people to feel part of an ennobling mission. If it is absent, many will seek fulfilment only in outside interests instead of in their work. But we have also discovered that stating a mission or purpose in words is not enough. People need visions to make the purpose more concrete and tangible. We need to learn to paint pictures of the type of schools we want to be. A simple vision for a school may be unquestioned superiority. This simple term has great meaning. It envisions an organization that serves the children in unique ways, maintains a reputation for quality and responsibility, and creates a unique environment for its staff. Core values are necessary to help people with day-to-day decisions-making. Purpose is very abstract. Vision is long term. People need guiding stars to navigate and make decisions day-to-day. But core values are only helpful if they can be translated into concrete behaviours. For example, the core value of openness (for which most people work long and hard) requires the skills of reflection and inquiry within an overall context of trusting and supporting one another.
A d a p ted fr om : Peter M Senge 1990 The Fifth Discipline : The Art and Practice of the Learning Organisation. New York : Double day Currency-
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Thats one high school principals response to our request, Please tell us why you are considered to be an outstanding school administrator. High school principals from every state in the USA were nominated as outstanding school administrators for our research, Project Success. We first asked officials from educational institutions, professional organizations, and universities for names of outstanding administrators. After receiving the nominations of over 1,000 school administrators, we wrote to all nominees. We explained the purpose of Project Success, indicated that someone had nominated them as outstanding, and made our request. Eventually, 491 administrators submitted usable responses; 89 of those were high school principals. The responses provided revealing glimpses into the lives of outstanding administrators. From the responses we received, we identified eleven factors that contributed to the professional success of these men and women.
I. Hard Work
A successful administrator volunteered that the willingness to work the long, long hours required in a senior high principalship was a key to success. Others agreed. I work hard. My work week is rarely less than sixty hours and frequently more. I take no coffee breaks and usually eat at my desk while reading the mail or returning calls. I carry paper work and reading home to free myself during the day. I love my work! I see a great deal of humor in it. I look forward to doing it for a long time. It is a pleasure to come to work each day, even bad days. No matter how high the stress, there is always someone out there just waiting for you to make a difference in their world. One only has to leave the office for a few moments to find that person. How long, stressful and tough can a day be if one can make a difference in someone elses life? Even the worst day can have a happy ending if one is able to do that. A balanced perspective is needed to cope with the heavy demands on principals who put in sixty or more hours per week. I work hard, am well organized and try not to waste time. I also try to balance personal, professional, and family time. The final word was offered by another administrator: I try to go to work every day in a Thank God, its Monday frame of mind. Successful administrators work hard, take time for family and self, and revel in the challenges of the principalship.
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3. High Expectations
Outstanding administrators prod students and staff members alike to reach their potential. In one administrators school, excellence was the standard to which everyone was held: Perhaps the greatest contributing factor is our adoption of a school culture that focuses on three imperatives: (1) staff initiative, (2) a desire for continuous improvement, and (3) a belief that everyone makes a difference. We are a school family that includes custodial, clerical, and food service staff as well as students, professional staff, and parents. Regardless of our job description, everyone must be committed to the achievement of excellence. To another administrator, excellence was to be expected but not a destination that could ever be reached: While I feel and communicate pride in our achievements, I understand that excellence is not perfection and am always seeking further improvements.
4. Community Outreach
Secondary school principals work with many communities students, staff, parents, patrons, taxpayers, senior citizens, adult learners, and members of special interest groups. One respondent gave recognition for success to the need to know your staff, students, and community, and to involve staff, students, parents, and community members in the decision making. Another principal elaborated upon the need to think beyond the rooms, offices, and grounds of the physical plant: Much of my success has come as a result of my ability to effectively serve as a facilitator and catalyst both within our school and in its outreach into the community. It is my responsibility to project the mission and goals of the school, which are based on expectations of the board/ administration, to teachers, students, and staff with enthusiasm. It is important that they be sold on the importance of each aspect of the mission and develop strong ownership in the process. Outstanding administrators are aware of the importance of the relationship between a school and its community. What would a high school be like without support from parents, community leaders, and residents or without linkages to public and private agencies? Striving to make the school a part of, linked to, and supported by community members distinguishes outstanding principals.
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6. Professional Growth
High school principals also recognized a need to improve themselves: My professional growth is far from over. I do strive to continuously stress changing paradigms/ mindsets. . . . Due to my background, I firmly believe that life (including education) is constantly changing. I want to not only stay even with change, but also have a half-step on it. Ive been very involved in community, state, and national organizations. These educational, administrative and service organizations have helped me network with other successful people. One principal attributed professional growth as first among several reasons for success while another principal cited professional development as the final factor in success. There are three reasons for the successes Ive had as principal. First, I am willing to continue to learn and grow as a professional. . . . . The final factor that I feel has been responsible for my success as an administrator is that I strive to remain current in my knowledge base. I am always reading, going to school (doctoral candidate), attending selected conferences, and dialoguing with my colleagues. I need these experts to continue my growth and renew my zeal for this profession. Success comes to administrators who place great importance upon professional growth regardless of where it is valued.
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8. Risk Taking
Although the principals used we and our in writing about some topics, they invariably placed I at the beginning of statements of belief and of risk taking, thereby highlighting personal responsibility for beliefs and actions. Several wove thoughts about risk taking with comments about change, innovation, staying fresh, and, not surprisingly, excellence: I am a very open person, a risk taker who is not afraid to voice an opinion even if that opinion is not shared by all. Even though I work hard to solve or control problems, Im willing to risk having problems if there is even a possibility of a student experiencing success. I am also a risk taker. I have been able to change over time to meet changing conditions. I do new things every year. It keeps me fresh and I dont become stagnant. I am very active in my profession. I believe I would be considered an innovator. I am always in pursuit of excellence. Risk taking does have its liabilities, but principals saw it as a necessary component of the job a fundamental factor in effecting change.
9. Effective Communication
Excellent communication skills are essential for successful administrators. Two respondents paired communication skills with sensitivity (listening) as good communication is a two-way process and interactive in nature. I consider my communications skills to be the single most important aspect of my success as a high school principal. Whether I am dealing with staff, students, parents, school board members, or other administrators, I must be able to express my views in clear, appropriate language. Often, I must attempt to persuade others to my point of view. The ability to respond to others in a sensitive fashion is critical to the effectiveness of a principal. I am very purposeful with all my communication. I am a good and attentive listener.
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For two respondents, their view, if not vision, of their responsibilities was a positive one: I generally see challenges instead of problems. I firmly believe that in life you will find whatever it is you look for. I always look for the positive and best in people and situations and have always been surrounded by wonderful students and teachers.
A d a p ted fr om : F.C.Wendel, F.A. Hoke, and R.G. Joekel THE CLEARING HOUSE September/October 1993 Vol.67 No 1. (Pages 52 to 54)
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This year, it was my job as Superintendent to select two new employees: a junior high and a high school principal. In a small district, those appointments can have a positive impact on the districts mission. Before the selection process began, I thought about the qualities I wanted in a principal. Eventually I focused on the concept of school effectiveness, particularly on my expectations of an effective principal. Ron Edmonds, in his school effectiveness research, described an effective principal as having high expectations for students. He or she establishes a strong school culture, emphasizes the schools primary role of increasing student achievement, and develops a positive environment that is conducive to learning. I agree with all these factors. But I would emphasize some others that are very prominent in todays literature. They not only promote effective leadership, but are necessary for the survival of new principals.
Promote Communication
Some principals are doomed from the beginning because they cannot communicate effectively with parents, teachers and students. It cannot be overstated that the ability to communicate with all types of audiences supports everything that is successful at the site. To earn the respect of students, principals must be available to students for idle chatter as well as serious counseling. They must be perceived as fair able to listen objectively to all sides of an issue. Parents want a sensitive ear. They want the principal to acknowledge their concerns in a manner that reflects interest and attentiveness. Staff members want a principal with a vision. But an effective principal must be open to differing points of view and acknowledge that there may be better ways to achieve common purposes. And under all circumstances, effective principals take responsibility for their mistakes. Foolish pride has doomed more principals than inadvertent errors.
Be a Team Builder
To implement successful programs, principals must be team builders. They will have to work more toward building coalitions in order to ensure that programs and policies are accepted. Time will have to be spent discussing issues with teachers, parents, other administrators and business leaders through advisory committees and parent and community forums. Everyone today is concerned about education, and the principal has to carefully orchestrate how these numerous audiences will come together toward a common purpose.
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and resources. And in some cases, personal values and issues that a district cannot legally address are involved such as school prayer and vouchers. Effective principals can wade through the turbulence if they have strong philosophical foundations based on knowledge and experience. They can use this as a filter to keep their schools focused on the issues that will enhance the instructional program. They will be able to provide a sense of security to staff within an ever-changing environment. If they fail, they will be continually dealing with the stress that uncertainty creates.
Encourage Change
Effective principals are planners. They have a clear vision of what issues, problems and demands their schools will face in the near future. As a statement of what is to come, this vision is clear and concise but flexible enough to allow for changing circumstances. Issues that define the vision are constantly identified and modified and alternatives selected and prioritized. With staff, effective principals foster and encourage change that focuses on student achievement as the primary goal. Teachers are encouraged to tinker with the system and develop new strategies and approaches to deal with the new challenges facing schools. As Michael Fullan recognizes in his book Change Forces effective principals are designers of change. They mentor, coach and help employees to learn during these periods of exploration and self-discovery. Educators must be sensitive to cultural diversity issues. The idea of a dominant culture that integrates students into the larger society has given way to the premise that students who come from different ethnic groups should maintain their native culture as the foundation for developing a strong self concept. Principals will have to acknowledge this diversity and encourage curriculum and instructional approaches that recognize diversity and acknowledge its contribution to the greater society.
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Share Power
As the pressure for improved student achievement increases, principals and teachers will have to revisit their basic understanding of how students learn. For teachers and parents to buy into the necessary changes, principals will have to feel comfortable sharing power. Principals will need to acquire skills in the areas of communication and conflict management, active listening, problem solving, futures planning and consensus building. They will also have to ensure that teachers and parents have the skills to identify problems, generate alternatives, select solution criteria and settle on feasible alternatives. More important, effective principals must recognize that management by directive will not be accepted. Teachers and parents not only expect to be consulted, they are pushing for leadership roles in making major decisions.
Establish credibility
In their book Credibility, Kouzes and Posner state that effective leaders establish credibility among those they lead by being competent, inspiring and honest. Effective principals extend their skills by getting advanced degrees and getting involved in their professional associations so they can network with other competent professionals.
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Effective principals are also inspiring individuals. They are a schools best cheerleader, but they also quietly exude confidence, caring and compassion for staff members and students. They lead by example. They motivate people to reach beyond their limits for the sake of children and set the same standard for themselves. But most important, effective principals are people of integrity. What they say, they do. They adhere to certain fundamental principles in their life. These principles guide their words, actions and decisions, even during times of adversity. They are quietly strong individuals who can be counted upon as a steadying force. Credibility is the most endearing quality in an effective principal.
Summing up
Effective principals have a positive impact on a schools mission. They develop a team atmosphere by openly and regularly communicating with parents, students and staff. They recognize that a school has a unique culture, but every school exists in a wider environment that extends beyond the schools walls. Effective principals work successfully with community and staff members to identify issues and encourage change. They promote student achievement, recognize cultural diversity and insist upon safe schools. But most important, they are leaders with integrity as exemplified by their honesty, sincerity and compassion for others.
R ef er en ces
1. Fullan, Michael. (1993) CHANGE FORCES New York : The Palmer Press. 2. Kouzes, James and Posner, Barry (1993) CREDIBILITY San Francisco : Jossey-Bass Publishers.
A d a p ted fr om :
John Grez 1995 THRUST FOR EDUCATIONAL LEADERSHIP May/June 1995 (Pages 15 to 17).
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Group Bonding
GROUP BONDING
Factors which Bind Members to a Group 1. Sharing experiences in the group over time 2. Developing close relationships 3. Being proud of the group and satisfied with membership 4. Developing a common language. 5. A growing sense of obligation and of responsibility 6. Receiving positive feedback from colleagues 7. Being physically close to others, which increases the frequency of interaction 8. Recognition of common interests and purpose 9. Responses to skilled leadership 10. Absence of disruptive members and awkward situations 11. Perception that the group offers protection against threat from outside the group 12. Intimacy of groups of a small size 13. Existence of a good communication pattern 14. Perception that the group is effective 15. Members attaching considerable meaning to the group
Result of Bonding within the Group 1. Facilitates the flow of information 2. Reduces anxiety 3. Effects change 4. Increases likelihood of members being susceptible to the influence of their peers 5. Increases group pressure and thus greater conformity 6. Excludes deviants 7. Allows greater freedom to initiate new ideas 8. Increases the acceptance of responsibility by all members 9. Generates mutual trust 10. Reduces absenteeism and withdrawal 11. Makes the common goals most important 12. Makes members willing to defend each other and the group against external attack 13. Engenders an increased willingness to endure frustration to achieve the ends of the groups.
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As each goose flaps its wings, it creates an uplift for the bird following. By flying in a V formation, the whole flock adds 71% more flying range than if each bird flew alone. People who share a common direction and sense of community can get where they are going quicker and easier because they are travelling on the thrust of one another.
When a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone and quickly gets back into formation to take advantage of the lifting power of birds immediately in front. If we have as much sense as a goose, we will join in formations with those who are headed where we want to go.
When the lead goose gets tired, it rotates back into the formation and another goose flies in the point position. It pays to take turns doing the tasks and sharing leadership. With people, as with gees, it pays to be interdependent with one another.
The geese in formation honk from behind to encourage those up front to keep up their speed. We need to make sure our honking from behind is encouraging - not something less helpful.
When a goose gets sick or wounded or shot down, two geese drop out of formation and follow their fellow member down to help provide protection. They stay with this member of the flock until he or she is able to fly again or dies. Then they launch out on their own, with another formation, or to catch up with their own flock. If we have as much sense as the geese, well stand by one another.