ERIC Number: EJ921056
Record Type: Journal
Publication Date: 2011-Mar
Reference Count: 0
Connecting Hearts in the Workplace
Ulrich, Dave; Woodson, Belinda A.
School Administrator, v68 n3 p33-37 Mar 2011
Lots of talk is taking place in organizations today about turnaround and transformation. Turnaround is not transformation. Turnaround is public statements; transformation is personal commitments. Turnaround focuses on cutting costs; transformation builds an emotional bond. Turnaround changes structures and reporting relationships; transformation changes the fundamental culture of an organization. School system leaders who emphasize transformation need to redefine how their administrators, staff, and faculty think about and relate to work. Leaders become meaning makers when they couple their required leadership duties with passion and emotion, so those they lead not only know what to do and how to do it but have a sense of why they are doing it. Leaders who create meaning in their work setting have more productive and committed employees, customers, investors, and other stakeholders. Making meaning at work makes sense and cents. Schools are a primary setting where administrators can redefine how work is conceived and completed. This article discusses seven principles that school leaders may adapt to help school district employees hold a deeper sense of abundance or meaning in their work experiences. Administrators who create meaning shape the well-being of employees, the cultures of their school and the attitude of their community. They do not just do turnarounds, but fundamental transformations that endure over time.
Descriptors: Employees, Organizational Culture, Educational Change, Leaders, Leadership, Administrators, Well Being, Employment, School Districts
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: firstname.lastname@example.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A