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| Introduction and Overview | This resource was developed by the
Saskatchewan Educational Leadership Unit (SELU) for the Saskatchewan School
Trustees Association and the Saskatchewan League of Educational Administrators,
Directors and Superintendents. This set of materials, instruments and processes
is provided for the use of boards and directors in performance review.
The performance of a board and its CEO is a collaborative effort, guided by a common understanding about the work of schools and what they should be doing. The materials in this document have been developed through a collaborative process involving the SSTA and LEADS representatives in order to make available a flexible, contextually relevant and current system for reviewing board and CEO performance. The intent is to highlight the mutual expectations of board and CEO as to the major aspects of their roles, and to provide clear identification of strengths and needed improvements. Six modules, which can be adapted for use in whole or in part, are presented. Modules 1-3 pertain to board performance, and provide guidelines for the review of board context, mission and governance and performance in various areas of operation. Module 4 provides a review of the board-CEO relationship, and Modules 5 and 6 focus on the performance of the CEO, specifically as it relates to role performance, leadership and values/commitment. The use of these materials represents an excellent opportunity to highlight successes and to provide a benchmark for improving performance. It also represents the board’s responsibility to be accountable to its publics by devoting systematic attention to how it is meeting its mandate. |
| Module #1: Board Context Mission and Value | |
| Module #2: Reviewing Board Performance According to Policy and Governance | |
| Module #3: Reviewing Board Performance According to Operational Area | |
| Module #4: Reviewing the Board/CEO Relationship | |
Module #5: Reviewing CEO Role Performance
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Module #6: CEO Review Based Upon the
Leads Leadership Model
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| Documents Central to the Review Process |
Back to: Governance
BOARD/CEO REVIEW: INTRODUCTION
A core assumption underlying this collection of processes and materials is that the performance of a board and its CEO is a collaborative effort, guided by a common understanding about the work of schools and what they should be doing. This entails a mutual understanding of expectations for the role of the board, the role of the CEO and the role of both in concert.
In October, 1995 the Saskatchewan School Trustees Association contracted the Saskatchewan Educational Leadership Unit to develop strategies for board and CEO assessment. Specifically, four objectives were deemed to be important:
ACKNOWLEDGMENTS
From the outset, the development of the project was collaborative in nature, in that it involved the work of a committee consisting of representatives of the Saskatchewan League of Educational Administrators, Directors and Superintendents and the Saskatchewan School Trustees Association as follows:
Mary Anderson (SSTA)
Ralph Eliasson (LEADS)
Dorothy Fortier (SSTA)
Shirley Gange (LEADS)
Al Klassen (SSTA)
Mike McLeod (LEADS)
Craig Melvin (SSTA)
Ivan Yackel (LEADS)
Joe Zolkavich (LEADS)
Six working meetings of this committee were held in October, 1995, January, February, May, October and December of 1996, at which time the committee provided ideas for the direction of the project and responded to suggested materials and processes. This document, and the principles which have been outlined to guide its use, is the result of those collaborative efforts.
Pat Renihan, Department of Educational Administration
University of Saskatchewan, Saskatoon, SK.
January, 1997
A central and guiding principle emerging from discussions as to the nature of the assessment process is that the work of CEO and board are very much intertwined. The ever-present need to highlight the mutual and collaborative functions of board and director is therefore a significant aspect of the rationale for a collaboratively-based review processes.
In addition, referring to the logic of having regular
and meaningful reviews of performance, several common and very powerful
reasons need to be highlighted. First, assessment is an integral
function through the school system. It applies as significantly to the
work of CEO and board as it does to other responsibilities. Second,
it represents the system's responsibility to be accountable to its publics
by devoting systematic attention to how it is meeting its mandate. In this
respect, the review process should be visible, rather than private and
hidden. Third, and related to the previous rationale, it offers
an excellent opportunity to highlight the features of a successful system
and an effective CEO, that may be used as a benchmark for improving performance.
Fourth, the process provides for the clarification and reinforcement
of performance expectations. Fifth, it enhances the ability of the
organization to learn and change. Finally, an effective and visible appraisal
process can enhance the credibility of all participants.
MINIMUM REQUIREMENTS FOR EFFECTIVE
BOARD/CEO REVIEW
In order for the process to be effective, to result in meaningful outcomes for the board and the system, four critical requirements should be theoretically in existence:
In addition, several questions (based upon common barriers to effective review) are worth considering:
GUIDING PRINCIPLES
An Effective Board/Ceo Review Process:
The use of these materials:
The processes and instruments contained in this document
may be used in whole or in part, and modified where considered necessary
to suit individual board contexts and circumstances. The intent behind
the modules and individual instruments is to facilitate choice and flexibility.
This pertains also to the structure of particular instruments, where the
desire of the users may be to modify the scales etc. as they see fit.
A ROAD MAP TO THE PROCESS
The materials contained in this document have been designed to accommodate the guiding principles outlined above. They should provide an opportunity for:
MODULE #1
BOARD CONTEXT MISSION AND VALUES
MODULE #2
REVIEWING BOARD PERFORMANCE:
POLICY AND GOVERNANCE
MODULE #3
REVIEWING BOARD PERFORMANCE ACCORDING TO OPERATIONAL
AREA
MODULE #4
REVIEWING THE BOARD/CEO RELATIONSHIP
MODULE #5
REVIEWING CEO ROLE PERFORMANCE
MODULE #6
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
BOARD CONTEXT MISSION AND VALUES
Guiding Question: How do we view our purpose? OBJECTIVES MATERIALS AVAILABLE To provide for a discussion of the The Broader Context of the System internal and broader contexts of Getting a Reading of Internal the system and their implications Context: A "Swot Analysis for the work of the board and CEO. Mission and Values Based Board CEO To develop an understanding of the Review values and beliefs of the board in Summary of Board Value Statements its various areas of operation. School Trustee: A Code of To assess (individually) our own Ethics-Based Self-Assessment commitment and adherence to the trustee code of ethics.
THE BROADER CONTEXT OF THE SYSTEM
The political, social and economic environments in which school boards work are always changing, and they have significant impacts upon the work of school systems. Consequently, no review of board/ceo performance can ignore these considerations. The better we understand them, the more effective we are in responding to the educational needs of our students.
Discuss the influences of the following on your system. Identify their implications for actions your board should be considering in the future:
How does the broader provincial community influence us as a board?
How supportive is the local community when it comes to educational matters?
How aware is the local community as to educational issues?
How involved are parents in their children's education?
What are the general characteristics of the professional staff:
e.g. Career Stage?
Experience?
Education/Professional Development?
How supportive are professionals when it comes to board/CEO initiatives?
What is the climate for collaboration among staff in this system?
In order of priority, what needs board action (either
long-term or short-term) from the foregoing discussion:
GETTING A READING OF INTERNAL CONTEXT:
A "SWOT" ANALYSIS
The SWOT analysis was suggested by Newberry (1992) as an important initial step in the strategic planning process employed by school systems. It involves the identification of strengths(S), weaknesses(W), opportunities(O), and threats(T). This has significant possibilities as a useful first step in the board-director appraisal process in that it can help to clarify the broader issues facing the board. It can also provide an underlying perspective for some of the more specific assessments which may be made later in the process.
_____________________________________________________________________
WHAT ARE OUR
MAJOR STRENGTHS?
_____________________________________________________________________________
WHAT ARE OUR
MAJOR WEAKNESSES?
______________________________________________________________________________
WHAT ARE THE OPPORTUNITIES
CURRENTLY FACING US?
______________________________________________________________________________
WHAT ARE THE THREATS
CONFRONTING US?
______________________________________________________________________________
MISSION AND VALUES BASED BOARD-CEO
REVIEW
Carver(1990) points out that "creating 'ends' policies with a long-range perspective is the greatest board contribution to long-range planning" (p.74). He suggests a process of value choice by the board, in which it first determines its mission, following which it establishes those aspects of its mandate about which it feels strongly enough to make further pronouncements.
MISSION
"A general statement which reflects the central focus of a board's activities"
Among the critical characteristics of a board's mission identified by Carver are the following:
RESULTS TERMINOLOGY : Change itself is the mission. The Mission statement should not be couched in terms of activities needed to bring about change.
SUCCINCTNESS : Ideally stated in a few words - no more than a sentence.
AUTHORITATIVE GENERATION : The board itself is actively involved in determining the mission.
UBIQUITY : The mission should appear on all documents, interactions etc. It should be "lived", and should represent the "bottom line" in all the system's activities.
EXAMPLES:
I see the mission of this school board as being........
Our shared understanding of the mission of this board is........
Our board mission is........
GUIDING VALUES:
WHAT DO WE BELIEVE?
To enable boards to approach choices systematically and
with a clear perspective, general but focused statements about what it
believes, can provide a valuable guide for its work and its relationship
to its chief executive officer.
A CODE OF ETHICS-BASED SELF-ASSESSMENT
(Source: Saskatchewan Board Member Code of Ethics)
Importance Performance Low 1 2 3 4 High Low 1 2 3 4 High ________ I am motivated primarily by an _______ earnest desire to serve my district or unit, and the children of my community in the best way. ________ I endeavour to attend all board ________ meetings. ________ I recognize that the expenditure ________ of school funds is a public trust, and I endeavour to see that all such funds shall be expended efficiently, economically, and for the best interest of the schools. ________ I do not use the schools or any ________ part of the school program for my own personal advantage or for the advantage of my friends. ________ I do everything possible to ________ maintain the integrity, confidence and dignity of the office of school trustee. ________ I listen to what other board ________ members and other individuals or groups may have to say before making final decisions. ________ I endeavour to avoid rancor and ________ bitterness, to observe proper decorum and behaviour, to encourage full and open discussions in all matters with my fellow members of the board, to treat them with respect and consideration, and not to withhold or conceal from them any information or matter in which they should be concerned. ________ I make no disparaging remarks, in ________ or out of the board meeting, about other members of the board or their opinions, but I reserve the right to make honest and respectful criticism. ________ I recognize that authority rests ________ with the board in legal session, and not with individual members of the board. ________ I abide by majority decisions of ________ the board once they are made, and I accept and support them so long as I remain a member of the board, but at the time I seek re-election to the board I shall be free to repeat and support the minority opinion that I upheld when the decision was made. ________ I do not discuss the confidential ________ business of the board in my home, on the street, or in my office, the place for such discussion being the school board meeting or a committee meeting thereof. ________ I endeavour to keep informed on ________ all local, provincial, and national educational developments or significance. ________ I earnestly try to interpret the ________ needs and attitudes of the entire area of administration, and do my best to translate them into the educational program of the schools.
REVIEWING BOARD PERFORMANCE:
POLICY AND GOVERNANCE
Guiding Question: How does the board work? OBJECTIVES MATERIALS AVAILABLE To provide an opportunity to Reviewing Board Performance from a clarify and/or review the functions Policy-Based Role Description of the board. School Board Self-Review: Conditions To review and assess board of Flawed Governance performance on the basis of recent literature on governance and policy. To identify strengths, improvements, and current responsibility for related actions.
REVIEWING BOARD PERFORMANCE FROM A
POLICY-BASED ROLE DESCRIPTION
The job products of a board have been described in the following terms:
1. LINKAGE TO THE OWNERSHIP:
Acting in trusteeship for its community.
2. EXPLICIT GOVERNING POLICIES:
Which encompass the values and perspectives of the system.
3. ASSURANCE OF EXECUTIVE PERFORMANCE:
Ensuring that staff meet the criteria it has set, thereby fulfilling the board's accountability for that performance.
These constitute the board's specific job responsibility and, when accomplished, ensure the accountability of the board. Consequently, several basic questions in each of these areas deserve attention when the board and CEO review performance.
LINKAGE TO THE OWNERSHIP:
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board listens to all relevant ________ groups in the community. ________ The board actively seeks input ________ from community groups. ________ Board members behave in the belief ________ that they are moral trustees for the community. ________ The board gather evidence of ________ community concerns, needs demands and fears. ________ The board encourages the personal ________ contribution of community members through presentations at board meetings, dialogue with trustees or focus groups. ________ The board seeks to nurture ________ linkages to the community and to various groups within.EXPLICIT GOVERNING POLICIES:
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board is concerned with the ________ broader context, in addition to internal organizational matters as it goes about its work. ________ The board is clear as to its ________ distinction between 'ends' (results) and 'means' (the activities through which they are to be accomplished. ________ The board has a clearly ________ articulated mission to guide its work. ________ The values or beliefs of the board ________ are clearly stated in its major policy areas. ________ The board promotes effective ________ long-term planning. ________ The board is appropriately devoted ________ to evaluating what it has set as 'ends' and how the system is achieving them.ASSURANCE OF EXECUTIVE PERFORMANCE:
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The position of CEO is clearly ________ defined by the board. ________ The board communicates with its ________ CEO as a board rather an as individual trustees. ________ The board views the CEO as the ________ topmost single person reporting to it, and accountable to it. ________ The board holds the CEO ________ accountable for the entire divisions working up to expectations. ________ The relationship between the CEO ________ and individual trustees views as collegial. ________ The board monitors CEO performance ________ on the basis of preestablished and clear criteria.
CONDITIONS OF FLAWED GOVERNANCE
Board Self-Reflection
Time On The Trivial
(Items of trivial scope or import get disproportionate attention compared to matters of greater importance).
________________________________________________________
Short Term Bias
(The board deals far more with the past and the near-term, than with the long-term issues). Comments:
______________________________________________________
Reactive Stance
(The board finds itself reacting to staff initiatives rather than acting proactively). Comments:
________________________________________________________
Reviewing, Rehashing, Redoing
(The board spends most of its time going over what its staff has already done). Comments:
________________________________________________________
Leaky Accountability
(The board goes 'around' the CEO, relating officially to other staff). Comments:
________________________________________________________
Diffuse Authority
(In the board - executive partnership, each party's authority has not beenclarified). Comments:
________________________________________________________
From my perspective as an individual trustee, I believe we need to work on....
_____________________________________________________________________
REVIEWING BOARD PERFORMANCE
ACCORDING TO OPERATIONAL AREA
Guiding Question: How might the board improve its performance? OBJECTIVES MATERIALS AVAILABLE To provide for an assessment of Board Chairperson Self Assessment board performance on one or more of Instrument its major areas of operation, Policy Development through self assessment, internal Community Relations discussion, or assessment by other Communications constituent groups. Financial Management Facilities and To identify strengths, needed Transportation improvements, and responsibility Goals of Education: Discussion of for related actions. Board Initiatives Personnel Program Board Operation and Meetings
BOARD CHAIRPERSON SELF ASSESSMENT INSTRUMENT
Ask yourself these questions about your responsibilities and performance as Chairperson of the Board of Education in this school system. Check the appropriate response as to the importance of each item, and your performance on it.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ I do a good job of keeping _______ up-to-date on information and issues concerning the board. ________ I ensure that I am well informed ________ about the agenda prior to each meeting of the board. ________ I refrain from dominating ________ discussion, or becoming excessively involved in articulating my viewpoint while chairing board meetings. ________ For the most part, I remain ________ impartial during the course of discussions in regular board meetings. ________ I ensure that I set adequate time ________ aside from my own schedule to perform the duties of the chair. ________ I do a good job of moving meetings ________ along at a reasonable pace. ________ I ensure that proper rules of ________ procedure are followed for each public meeting of the board. ________ I ensure that all trustees are ________ given an adequate opportunity to contribute to board discussions. ________ I ensure that the right of ________ individuals to dissent is honoured during all meetings. ________ I do an effective job as ________ spokes-person of the board to the public. ________ I communicate effectively with the ________ media on matters relating to school system issues and directions. ________ I ensure that board meetings begin ________ on time. ________ I do not allow board meetings to ________ become excessively long. ________ I ensure that delegations and ________ presenters at the board meetings are treated hospitably and respectfully. ________ I ensure that clear rules are ________ followed for public presentations. ________ I do a good job of securing the ________ support of other trustees for my work as board chair. ________ I am well informed as to the ________ statutory responsibilities of boards of education. ________ I am familiar with the Code of ________ Ethics governing the behavior of trustees and boards in this province. ________ I do a good job of organizing and ________ monitoring the committee structure of the board. ________ I keep up-to-date on current ________ educational issues and positions. ________ I am aware of the distinction ________ between policy making and administration, and the respective responsibilities of trustees and administrators in these areas.
For each item, check your perception of its importance, and your board's performance, in the appropriate columns.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board seeks the advice/input _______ of key groups prior to finalizing policy for the system. ________ The board continually reviews the ________ policy needs of the school system. ________ The board carefully considers the ________ potential effects of proposed policies. ________ The board regularly assesses the ________ viability of existing policies to ensure they are fulfilling the purpose initially intended. ________ The board maintains policy in a ________ written, codified, updated manner. ________ The board develops a written ________ system philosophy, and a philosophical basis for all major policy areas.
For each item, check your perception of its importance and your board's performance, in the appropriate columns.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board provides for regular _______ meetings with representatives of other agencies, governing bodies and community groups to discuss issues of mutual concern. ________ The board encourages the public to ________ attend board meetings. ________ The board is aware of the ________ attitudes of the community and special interest groups regarding aspects of board operation. ________ The board has an effective policy ________ for community use of school facilities. ________ The board effectively utilizes the ________ advice of informed individuals and citizen groups in dealing with difficult issues. ________ The board involves the community ________ effectively in systematic needs assessment regarding the priorities of the school system. ________ The board deals effectively with ________ complaints and grievances of community members. ________ When addressing issues in public, ________ members are explicit as to when they are giving their personal opinion and when they are giving the board's opinion.
For each item, check your perception of its importance, and your board's performance, in the appropriate column.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board informs the public _______ effectively on educational topics and school system developments. ________ The board makes meeting agenda ________ available to the media in advance of meetings. ________ The board makes minutes of regular ________ meetings available to the staff and the public. ________ The board has an active and well ________ planned program of public information about education in the school system. ________ The board consults with staff, ________ parents, community groups, prior to making major policy decisions. ________ The board communicates effectively ________ with staff throughout the system. ________ The board ensures that current ________ board policies and information on board initiatives are available to staff. ________ The board maintains effective ________ lines of communication with other levels of government. ________ The board maintains effective ________ lines of communication with local and provincial organizations of teachers and other staff. ________ The board maintains honest, open ________ communication among members of the board.
FINANCIAL MANAGEMENT, FACILITIES AND
TRANSPORTATION
For each item, check your perception of its importance, and your board's performance, in the appropriate columns.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board takes a leadership role _______ in securing community support for additional funding when necessary. ________ The board considers the financial ________ needs of the school system in terms of both the quality of education that should be provided and the ability of the community to support it. ________ Travel and convention expenses for ________ trustees and senior personnel are supported by documentation. ________ School board members are kept ________ informed, at least once per month, of the budget status. ________ School board members refrain from ________ conflict-of-interest situations. ________ The board maintains up-to-date and ________ adequate insurance coverage for property, liability etc. ________ The board has clear written ________ policies for the efficient operation of the purchasing, payroll, accounting functions of the system. ________ The board authorizes budgetary ________ provisions only after a review of the philosophy and requirements of the system as a whole. ________ The board makes provision in its ________ long term planning for school buildings, and facility needs based upon sound enrolment projection and assessment of facilities. ________ The board provides effectively for ________ the maintenance of physical plant in the system. ________ The board provides effectively for ________ a student transportation system in accordance with the Education Act, and system policy.
For each item, check your perception of its importance, and your board's performance, in the appropriate columns.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board praises staff for a job _______ well done. ________ The board has established policy _______ covering major aspects of personnel administration. ________ The board has established _______ procedures for selection of personnel on the basis of merit, without discrimination. ________ The board has provided an ________ effective program of employee evaluation/supervision. ________ The board has a well defined plan ________ for administrator evaluation. ________ The board has provided for ________ adequate orientation to new staff. ________ The board has procedures in place ________ for dealing with the grievances of employees. ________ The board has established ________ effective relationships with its local teachers' association. ________ The board has effective policies ________ and procedures for working with non- teaching support staff and their organizations. ________ The board provides opportunity for ________ all staff to develop professionally.
For each item, check your perception of its importance, and your board's performance, in the appropriate columns.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ The board strives to meet the ________ educational needs of all students within the limits of available resources. ________ The board devotes sufficient time ________ at board meetings for the discussion of instructional matters. ________ The board requires periodic ________ evaluation of all educational programs to determine their currency and effectiveness. ________ The board reviews the requirements ________ for programs for special needs students and provides the best programs it can to meet individual needs. ________ The board encourages input related ________ to the improvement of the curriculum from staff and other groups. ________ The board regularly reports to the ________ public on the effectiveness of the instructional program and on program initiatives.
DISCUSSION OF BOARD INITIATIVES
According to the Saskatchewan Goals Statement, "A body
of knowledge and a range of skills and attitudes are necessary to function
in a changing world". How successful have you as a board been in ensuring
success in each of the following goal areas? Check pp. 87-89 for a complete
definition of each area.
BROAD GOALS OF How will we know How are we What needs to be EDUCATION if we are doing a addressing this done? good job? goal? BASIC SKILLS LIFELONG LEARNING UNDERSTANDING AND RELATING TO OTHERS SELF-CONCEPT DEVELOPMENT POSITIVE LIFESTYLE SPIRITUAL DEVELOPMENT CAREER/CONSUMER DECISIONS MEMBERSHIP IN SOCIETY GROWING WITH CHANGE
For each item, check your perception of its importance, and your board's performance, in the appropriate columns.
Importance Performance Low 1 2 3 4 Low 1 2 3 4 High High ________ Members receive agenda and ________ materials in time to be sufficiently prepared for the meetings. ________ The board has a suitable setting ________ for the conduct of its meetings. ________ Members come to the meetings ________ prepared to contribute to agenda discussions. ________ Visitors are made to feel welcome ________ at the board meetings. ________ Meetings begin on time. ________ ________ Adequate time is devoted to ________ important issues. ________ Discussions at the board table are ________ well controlled. ________ Members deal respectfully with ________ fellow trustees and other participants. ________ Members deal respectfully with ________ fellow trustees and other participants. ________ Board decisions are usually well ________ thought out and carefully discussed. ________ Trustees respect the need for ________ confidentiality on some issues. ________ Decisions are supported by ________ trustees regardless of original position on issues. ________ Members are confident in bringing ________ concerns and ideas to the table. ________ Conflicts are dealt with ________ effectively.
REVIEWING THE BOARD - CEO RELATIONSHIP
Guiding Question: What kind of relationship is desirable? OBJECTIVES MATERIALS AVAILABLE To clarify and/or review the job Reviewing/Developing a CEO Position description of the CEO. Description To clarify the mutual expectations CEO Functions held by board and CEO for Clarifying the Expectations: The another. Board - CEO Psychological Contract To assess the specifics of the The Changing Psychological Contract relationship between board and CEO. Board-CEO Relations To identify strengths, needed Trustee Self Assessment: improvements, and responsibility Relationship with the CEO for related actions.
REVIEWING/DEVELOPING A CEO POSITION
DESCRIPTION
The position description should include the following information:
TITLE:
QUALIFICATIONS:
REPORTS TO:
CORE FUNCTION:
DETAILS OF PERFORMANCE
RESPONSIBILITIES:
_________________________________________________
* The list of CEO responsibilities on the following pages should provide focus for this exercise. However, items should be based upon local context and should be discussed by board and CEO.
* Where a position description is already in place, it
may be useful to review it along the lines of the accompanying list.
Reviewing/Developing a CEO Position Description
PERSONAL/PROFESSIONAL
Key qualities which enable the director to relate effectively with the board, system employees and the public.
PURPOSE AND DIRECTION
Clear understanding of the future directions of the board and the system, together with a clear sense of one's own vision and value system.
TECHNICAL/MANAGERIAL
Ability to organize and expedite the general operation of the system in accordance with provincial and board regulation. Facility with business and human resources.
EDUCATIONAL LEADERSHIP
Ability to work effectively with system staff to develop, implement and evaluate the educational program. Ability to facilitate instrumental growth through supervision and staff development.
POLITICAL SKILLS
Assumption of a strong advocacy role for the system. Ability to work with an elected board.
THE BOARD - CEO PSYCHOLOGICAL CONTRACT
The notion of the psychological contract as developed by Schein (1980) implies that there is an unwritten set of expectations operating at all times between the individual and the employing organization. Some of these expectations are fairly clear as they relate to benefits, working hours, working privileges etc. while other are less explicit and relate to things like loyalty, opportunity for growth, consistent and fair feedback about performance, security in the job etc. The organization, also has its expectations for the individual: for example, that they will enhance the organization's reputation, that they will do their best for the organization, that they will be committed to their responsibilities and so on.
In the context of the relationship between the CEO and the board, this set of expectations has considerable significance for the way in which CEO and board work with one another. Consequently, clarifying what these expectations are is a matter of effective communication and may be a useful early exercise as board and CEO review their performance.
What are the major expectations which CEO and board currently have for one another? It is suggested that the following steps be used:
CLARIFYING THE EXPECTATIONS: THE BOARD-CEO PSYCHOLOGICAL CONTRACT
(CEO- BOARD FORM)
_____________________________________________________________________
WHAT THE BOARD EXPECTS OF THE CEO
WHAT THE CEO EXPECTS OF THE BOARD
_____________________________________________________________________
For each item, check your perception of your board's performance in the appropriate column.
Excellent Adequate Needs Improvement
1. The board works with the CEO in a climate of mutual respect and professional confidence. ____ ____ ____
2. The board consults with the CEO immediately on issues which may alienate board members or CEO if left undiscussed. ____ ____ ____
3. The board provides opportunity and encouragement for the CEO's professional growth. ____ ____ ____
4. The board makes decisions after the CEO has made related recommendations and these have been considered in an unbiased, objective manner. ____ ____ ____
5. The board reaches decisions only after study of all available background information. ____ ____ ____
6. The board requests information through the CEO, and only from other personnel with the knowledge of the CEO ____ ____ ____
7. The board keeps the CEO informed of issues and complaints allowing adequate time to deal with them. ____ ____ ____
8. The board supports the decisions and the work of the CEO in communications with the public, and coveys any disagreement in private session. ____ ____ ____
9. The board provides adequate time for the CEO to plan. ____ ____ ____
10. The board maintains a CEO salary comparable to salaries paid in similar positions elsewhere. ____ ____ ____
Adapted from: Director Appraisal Regina: SSTA.
1984
RELATIONSHIP WITH THE CEO
Ask yourself these questions about your relationships with your CEO. Check the appropriate column indicating "Yes" or "No". YES NO
1. Can you differentiate between your responsi- bility and that of your CEO? ___ ___
2. If asked to describe how your CEO spends most of his/her day, could you accurately do so? ___ ___
3. Can you identify the issue or problem that most concerns your CEO at this time? ___ ___
4. Do you openly respect and trust your CEO? ___ ___
5. Do you publicly give the CEO your support and encouragement? ___ ___
6. Do you alert the CEO to issues you will raise at board meetings, by placing them on the agenda, or discussing them ahead of time? ___ ___
7. Do you keep all confidences shared by your CEO? ___ ___
8. Do you communicate your expectations of the CEO directly to him/her? ___ ___
9. Do you do your preparation before coming to board meetings? ___ ___
10. Do you understand and use the procedure for handling complaints? ___ ___
11. Do you seriously consider and weigh all recommendations the CEO makes? ___ ___
12. Can you honestly say you make your decisions based on the information provided, and not on any preconceived ideas? ___ ___
13. Do you ask the CEO only for the information you really need to make a decision on an issue? ___ ___
14. Do you accept and approve most personnel recommendations made by the CEO? ___ ___
15. Do you think having good rapport with the CEO is important? ___ ___
16. Can you be friendly with the CEO and respect his/her opinions, even when you disagree with them? ___ ___
17. Do you usually tell the CEO what's on your mind before you tell it to everyone else? ___ ___
II. a) What were the most important accomplishments of the Board in the last school year?
_________________________________________________________________
b) What is the most pressing problem in this school system?
_________________________________________________________________
REVIEWING CEO ROLE PERFORMANCE
Guiding Question: How might the CEO improve performance? OBJECTIVES MATERIALS AVAILABLE To identify the variety of CEO CEO Review: Alternative Models assessment models available for CEO Review: Sources of Feedback use. CEO Role Performance Review: General To provide for an assessment of the Overview CEO on one or more of her/his areas Chief Executive Officer Self of responsibility, through self Assessment Instrument assessment, board-CEO discussion or Chief Executive Officer Assessment by other constituent groups. Instrument: Board Form To identify strengths, needed Director Assessment Instrument: improvements and responsibility for Teacher Form related actions. CEO-Board Conference Objectives-Based Board/CEO Discussion
CEO REVIEW: SOURCES OF FEEDBACK
As stated earlier, one characteristic of an effective
board/CEO review process is that it utilizes a variety of sources of feedback.
This principle is of the heart of the "360 feedback process" which has
gained favour in employee assessment in a variety of organizational contexts,
both public and private sector, in recent years (Edwards and Ewan, 1995).
The intent of the 360 feedback process is to provide a multisource assessment
system in order to "support people and encourage their continued improvement
through the use of high quality information" (p.20). In the context of
the CEO review, that multisource system might be depicted as follows:
CEO REVIEW: ALTERNATIVE MODELS
It has already been suggested that board and CEO vary the review process over time, to ensure as wide a coverage as possible. Numerous approaches are possible:
Formal Board/CEO Periodic exchanges about CEO performance, Conferences based upon data formally collected. Informal board judgment Feedback presented to the CEO usually once per year. Unsolicited information Board/CEO discussions based upon comments from from parents, teachers, etc. various groups/individuals Checklists/rating scales Ratings of performance by one or more groups on a structured form. Management by objectives Assessment by the board, and sometimes an external individual, against pre-established performance objectives. Self-evaluation Utilizing rating scales, objectives, or general measures, the CEO provides an assessment of his/her own performance. Student outcomes-based The use of pupil performance/standardized review tests over time as an assessment gauge. School system audits and Judgment about CEO performance based upon effectiveness reviews self-study by the system. CEO portfolio Periodic examination, by the board, of accountability records, with input from a variety of resources, compiled by the CEO.
GENERAL OVERVIEW
Assessment can be made in one or more of five areas: personal-professional leadership, purpose and direction, technical-managerial skills, educational leadership and political skills. These areas are defined as follows:
PERSONAL/PROFESSIONAL Key qualities which enable the director to relate effectively with the board, system employees and the public. PURPOSE AND DIRECTION Clear understanding of the future directions of the board and the system, together with a clear sense of one's own vision and value system. TECHNICAL/MANAGERIAL Ability to organize and expedite the general operation of the system in accordance with provincial and board regulation; facility with business and human resources. EDUCATIONAL LEADERSHIP Ability to work effectively with system staff to develop, implement and evaluate the educational program. Ability to facilitate instrumental growth through supervision and staff development. POLITICAL SKILL Assumption of a strong advocacy role for the system. Ability to work with an elected board.
CHIEF EXECUTIVE OFFICER SELF ASSESSMENT
INSTRUMENT
Ask yourself these questions about your responsibilities and performance as Director of Education in this school system. Circle the appropriate response.
A. PERSONAL/PROFESSIONAL
Usually Rarely Do you have a clear understanding 1 2 3 4 of the expectations the Board has for your role in this school division? Do you communicate openly and 1 2 3 4 effectively with your trustees? Do you exercise fair-mindedness 1 2 3 4 in your dealings with the employees of this system? Do you openly respect and trust 1 2 3 4 your board? Are you reliable in meeting the 1 2 3 4 commitments made to your board? Are you flexible and creative in 1 2 3 4 your approach to change in this system? Do you demonstrate effective 1 2 3 4 skills of conflict management?B. PURPOSE AND DIRECTION
Usually Rarely Are you aware of the goals and 1 2 3 4 priorities of this system? Do you communicate expectations 1 2 3 4 of the board and system clearly to its employees? Can you identify the issue, 1 2 3 4 problem or project that most concerns this board at this time? Do you have a clear idea as to 1 2 3 4 your priorities and goals for your work in this system? Do you have means and criteria 1 2 3 4 for knowing when these priorities and goals are being met?C. TECHNICAL/MANAGERIAL
Usually Rarely Do you manage the paperwork 1 2 3 4 associated with your position effectively? Do you effectively monitor and 1 2 3 4 respond to the changing human resources needs in this system? Can you understand and 1 2 3 4 effectively direct the financial and business affairs of this system? Do you delegate appropriately in 1 2 3 4 your approach to your decision-making functions?D. EDUCATIONAL LEADERSHIP
Usually Rarely Do you devote serious attention 1 2 3 4 to creating and maintaining a high level of morale and a positive climate in this system? Do you exercise effective 1 2 3 4 supervision of professional staff in this system? Do you regularly monitor the 1 2 3 4 effectiveness of the schools and programs in this system? Do you keep adequately informed 1 2 3 4 as to recent developments in curriculum, teaching and related technologies?E. POLITICAL SKILLS
Usually Rarely Do you communicate effectively 1 2 3 4 with the parents and the general community? Do you keep abreast of changes in 1 2 3 4 government directives which have implications for this system? Do you work to improve the image 1 2 3 4 of this system in the broader community? Do you seek to influence 1 2 3 4 government concerning the emerging needs of this system?F. What were the most significant successes of this system during the past school year?
G. What are the most pressing problems faced by this school division?
H. What are your own most significant and pressing professional
development needs?
CHIEF EXECUTIVE OFFICER ASSESSMENT
INSTRUMENT: BOARD FORM
Ask yourself these questions about the responsibilities and performance of your Chief Executive Officer. Circle the appropriate response.
A. PERSONAL /PROFESSIONAL
Usually Rarely Does your CEO have a clear 1 2 3 4 understanding of the expectations the Board has for his/her role in this school division? Does your CEO communicate openly 1 2 3 4 and effectively with trustees? Does your CEO exercise 1 2 3 4 fair-mindedness in dealings with the employees of this system? Does your CEO openly respect and 1 2 3 4 trust the board? Is your CEO reliable in meeting 1 2 3 4 the commitments made to the board? Is your CEO flexible and creative 1 2 3 4 in his/her approach to change in this system? Does your CEO demonstrate 1 2 3 4 effective skills of conflict management.B. PURPOSE AND DIRECTION
Usually Rarely Is your CEO aware of the goals 1 2 3 4 and priorities of this system? Does your CEO communicate 1 2 3 4 expectations of the board and system clearly to its employees? Can your CEO identify the issue, 1 2 3 4 problem or project that most concerns this board at this time? Does your CEO have a clear idea 1 2 3 4 as to his/her priorities and goals for his/her work in this system? Does your CEO have means and 1 2 3 4 criteria for knowing when these priorities and goals are being met? General Comments:C. TECHNICAL/MANAGERIAL
Usually Rarely Does your CEO manage the 1 2 3 4 paperwork associated with the position effectively? Does your CEO effectively monitor 1 2 3 4 and respond to the changing human resources needs in this system? Can your CEO understand and 1 2 3 4 effectively direct the financial and business affairs of this system? Does your CEO delegate 1 2 3 4 appropriately in his/her approach to decision-making functions? General Comments:D. EDUCATIONAL LEADERSHIP
Usually Rarely Does your CEO devote serious 1 2 3 4 attention to creating and maintaining a high level of morale and a positive climate in this system? Does your CEO exercise effective 1 2 3 4 supervision of professional staff in this system? Does your CEO regularly monitor 1 2 3 4 the effectiveness of the schools and programs in this system? Does your CEO keep adequately 1 2 3 4 informed as to recent developments in curriculum, teaching and related technologies? General Comments:E. POLITICAL SKILLS
Usually Rarely Does your CEO communicate 1 2 3 4 effectively with the parents and the general community? Does your CEO keep abreast of 1 2 3 4 changes in government directives which have implications for this system? Does your CEO work to improve the 1 2 3 4 image of this system in the broader community? Does your CEO seek to influence 1 2 3 4 government concerning the emerging needs of this system? General Comments:F. What were the most significant successes of this system during the past schoolyear?
G. What are the most pressing problems faced by this school division?
H. What do you perceive to be the most significant and
pressing professionaldevelopment needs of your CEO at this time?
DIRECTOR ASSESSMENT INSTRUMENT: TEACHER
FORM
Ask yourself these questions about the responsibilities and performance of the Director of Education in this school system. Circle the appropriate response.
A. PERSONAL/PROFESSIONAL
Usually Rarely Does your director have a clear 1 2 3 4 understanding of his/her role in this school division? Does your director communicate 1 2 3 4 openly and effectively with teachers? Does your director exercise 1 2 3 4 fair-mindedness in his/her dealings with the employees of this system? Does your director openly respect 1 2 3 4 teachers? Is your director reliable in 1 2 3 4 meeting the commitments made to professionals in this system? Is your director flexible and 1 2 3 4 creative in his/her approach to change in this system? Does your director demonstrate 1 2 3 4 effective skills of conflict management?B. PURPOSE AND DIRECTION
Usually Rarely Is your director aware of the 1 2 3 4 goals and priorities of this system? Does your director communicate 1 2 3 4 expectations of the board and system clearly to its employees? Can your director identify the 1 2 3 4 issue, problem or project that most concerns this system at this time? Does your director have a clear 1 2 3 4 idea as to priorities and goals for his/her work in this system? Do you have means and criteria 1 2 3 4 for knowing when these priorities and goals are being met? General Comments:C. EDUCATIONAL LEADERSHIP
Usually Rarely Does your director devote serious 1 2 3 4 attention to creating and maintaining a high level of morale and a positive climate in this system? Does your director exercise 1 2 3 4 effective supervision of professional staff in this system? Does your director regularly 1 2 3 4 monitor the effectiveness of the schools and programs in this system? Does your director keep 1 2 3 4 adequately informed as to recent developments in curriculum, teaching and related technologies? General Comments:D. POLITICAL SKILLS
Usually Rarely Does your director communicate 1 2 3 4 effectively with the parents and the general community? Does your director keep abreast 1 2 3 4 of changes in government directives which have implications for this system? Does your director work to 1 2 3 4 improve the image of this system in the broader community? Does your director seek to 1 2 3 4 influence government concerning the emerging needs of this system? General Comments:E. What were the most significant successes of this system during the past schoolyear?
F. What are the most pressing problems faced by this school division?
Comments:
Performancein Each Area
Strengths Needs Improvement
1. PERSONAL/PROFESSIONAL
Key qualities which enable the director to relate effectively with the board, system employees and the public.
_____________________________________
2. PURPOSE AND DIRECTION
Clear understanding of the future directions of the board and the system, together with a clear sense of one's own vision and value system.
______________________________________
3. TECHNICAL/MANAGERIAL
Ability to organize and expedite the general operation of the system in accordance with provincial and board regulation. Facility with business and human resources.
______________________________________
4. EDUCATIONAL LEADERSHIP
Ability to work effectively with system staff to develop, implement and evaluate the educational program. Ability to facilitate instrumental growth through supervision and staff development.
_______________________________________
5. POLITICAL SKILL
Assumption of a strong advocacy role for the system. Ability to work with an elected board.
__________________________________
OBJECTIVES-BASED BOARD/CEO DISCUSSION
SETTING OBJECTIVES:
CEO and board mutually agree upon objectives and expected results. These may be objectives established for the system for a given period of time.
ESTABLISHING STANDARDS OF PERFORMANCE:
CEO and board discuss the activities to be performed, and, in particular, the role of the CEO in ensuring that objectives can be achieved.
DETERMINING MEASUREMENT CRITERIA:
CEO and board set out procedures of measurement which will be used to assess progress, and at what junctures such assessments will be made.
EVALUATING RESULTS:
CEO and board discuss desired outcomes and compare results
with originally stated objectives.
CEO REVIEW BASED UPON
THE LEADS LEADERSHIP MODEL
Guiding Question: What are the mutual expectations for CEO leadership? OBJECTIVES MATERIALS AVAILABLE To provide for CEO introspection CEO Review Based upon the Leads regarding his or her leadership Leadership Model commitments. Fundamental Commitments To provide for reflection and Role as "Leader of Leaders" board-CEO discussion regarding Role as "Servant of Leaders" performance based upon the LEADS Role as "Professional Advocate" leadership statement and board Role as "Steward of Educational expectations. Resources" To identify strengths, needed Role as "Leader of Leaders" Trustee improvements, and responsibility Form for related actions. Role as "Servant of Leaders" Trustee Form Role as "Professional Advocate" Trustee Form Role as "Steward of Educational Resources" Trustee Form
CEO REVIEW BASED UPON THE LEADS LEADERSHIP
MODEL
In 1994 The Saskatchewan League of Educational Administrators, Directors and Superintendents adopted a statement on professional educational leadership to serve as a basis from which its members could "better understand their mission, values and goals; their present challenges and, hopefully, enhance the future advocacy, support and delivery of quality educational services in Saskatchewan". (Walker, 1993). This statement was based upon five basic elements as portrayed in Figure l. These are a) Fundamental Commitments; b) the "Leader of Leaders" role; c) the "Professional Advocate" role; d) the "Steward of Educational Resources" role; and, e) the "Servant of Leaders" role. Each of these is explicated in some depth in the LEADS document, and each contains several areas worthy of reflection both by the incumbent and his/her board. They are reframed in the following pages to facilitate CEO self reflection and board/CEO reaffirmation and discussion.
Figure One. L.E.A.D.S.' Leadership Model
Source: Walker, K. Educational
Leadership for Saskatchewan. LEADS, 1993
CEO REVIEW BASED UPON THE LEADS LEADERSHIP MODEL
A. COMMITMENT TO COMMON ETHICAL PRINCIPLES
Usually 1 2 3 4 Rarely
B. COMMITMENT TO THE CODE OF ETHICS
Usually Rarely
C. COMMITMENT TO PERSONAL AND PROFESSIONAL CONVICTIONS
Usually Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP
STATEMENT
ROLE AS "LEADER OF LEADERS"
Usually 1 2 3 4 Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
Usually Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
ROLE AS "PROFESSIONAL ADVOCATE"
Usually Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
ROLE AS "STEWARD OF EDUCATIONAL RESOURCES"
Usually Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
(TRUSTEE FORM)
Our CEO: Always Never
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
(TRUSTEE FORM)
Our CEO: Usually Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
ROLE AS "PROFESSIONAL ADVOCATE"
(TRUSTEE FORM)
Our CEO: Usually Rarely
CEO REVIEW BASED UPON THE LEADS LEADERSHIP STATEMENT
ROLE AS "STEWARD OF EDUCATIONAL RESOURCES"
(TRUSTEE FORM)
Our CEO: Usually Rarely
DOCUMENTS CENTRAL TO THE REVIEW PROCESS
GOALS OF EDUCATION FOR SASKATCHEWAN
Goals of education in Saskatchewan should direct efforts to develop the potential of all students in the province. Education should affirm the worth of each individual and lay the foundation for learning throughout life.
Students benefit from exposure to learning in a variety of situations. Attainment of the goals is a venture the school shares with the student, the home, the church, and the community. Although the degree of school responsibility will vary from community to community, the school has some responsibility for each goal.
A body of knowledge and a range of skills and attitudes are necessary to function in a changing world. It is intended, then, that education will enable Saskatchewan students to do the following to the best of their abilities:
BASIC SKILLS
AS A SCHOOL BOARD MEMBER
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