Contact CCLR
THINKING ABOUT YOUR SCHOOL LEADERSHIP
Comparing Individual and Organizational Characteristics of Entitled and Performance Organizations
WHAT EXISTS . . .
WHAT SHOULD BE . . .
ENTITLED ORGANIZATIONS REFLECT
PERFORMANCE ORGANIZATIONS REFLECT
       Individuals who:

° focus on good intentions

° talk about how hard they work

° think about how many hours they work

° mention how many years they have been here

° feel they deserve certain things as a result of the above

° believe the organization is responsible for their well being

° generally feel little need to change their behavior or approach

An organization which:

° focuses generally on the number of activities

° measures the amount of effort

° talks about what it deserves

° rejects the term "customer"

° sells, but does not market

° pays based upon years of service, education, or title

° attends to the amount of input and the process of doing work

° feels others should stay out of their business

 ° "tolerates" help

 ° works to maintain the existing system

° discounts the value of data gathering and outcomes

       Individuals who:

 ° focus on accomplishments

 ° talk about effectiveness

 ° think about what they are achieving

 ° communicate their present goals and objectives

 ° know their value and future rest upon accomplishment

 ° believe that they must demonstrate and add value

 ° embrace ongoing learning and change

 ° feel an urgency to meet the needs of all students

An organization which:

 ° focuses on outcomes and improving results

 ° measures impact related to goals

 ° talks about what it is learning

 ° embraces the concept of customer or client

 ° markets and sells

 ° pays for performance, type of experience, and knowledge

 ° attends to goals and objectives, and outcomes

 ° welcomes people who build organizational effectiveness

 ° adapts and changes the system to be more responsive

 ° invests in data gathering, analysis, and learning as key to improvement

Paul McGowan - John Miller - ©1998
Updated: January, 2005
Back to our main page