Assertiveness

Tyrus L. Doctor & William Allan Kritsonis 

Introduction

 Nationwide school communities are faced with the extreme and gut wrenching task of successfully meeting state and federal accountability guidelines. Upon the passing of the No Child Left Behind Act, the onus of reaching these goals lies in the hands of district superintendents, principals, teachers and students.  This has put extreme pressure on superintendents and principals to ensure that their students perform at an exemplary level. 

An educator’s main goal shall be to provide students with the best education possible, while providing them with the skills needed to be successful in their future endeavors. In an effort to achieve students’ success and reach state and federal accountability standards, it is imperative that educators have a detailed plan to achieve these goals. To assume that these goals may be reached without Postmodernistic forethought and planning would prove to be catastrophic to the entire school community. Thus, it is the obligation of educational leaders to implement a “Postmodern” organizational plan that will assist in the success of our schools and, most of all, the success of our students.

 Purpose of the Article

 The purpose of this article is to express the significance of postmodernism using the six realms of meaning found in the Ways of Knowing Through the Realms of Meaning (2007) by Dr. William A. Kritsonis.  Upon reading The Ways of Knowing Through the Realms of Meaning, it becomes apparent that each of the Realms explained in this text may be applied to each postmodern educational entity.  Postmodernism will provide students with an educational experience comprised of strong academic skills, effective teachers and opportunities for growth.

  Symbolics in Instructional Management

 The postmodern principal of an effective school serves as an exceptional educational leader, who is a highly valuable and consistent communicator with parents, students, and staff. The ability for a principal to articulate well with each stakeholder is imperative for the overall success of the school. This type of postmodern leadership ability allows principals to develop relationships with students, parents, and staff in nontraditional ways, which Blankstein asserts by stating that “Relationships are at the core of successful learning communities (2004).  This postmodern notion unites the knower and the known, abolishes objectivity and subjectivity, and erases the line between fact and fiction leaders and followers (English, 2003).

Principals also provide opportunities for others to share in leadership roles in that the principal and staff must work collaboratively to articulate and stress the importance of learning, establishing high expectations for students, teachers, and principals (California Center).  Likewise, English validates such communication by asserting that “Such leadership [transformation] occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and mortality” (2003, p. 42).  With educators under extreme scrutiny and higher accountability standards, the determination that every child will succeed could be a postmodern thought because while we recognize the enormity of this task, we also know it can be accomplished. There is not one person (Principal) who can handle this job alone. Thus, it is important for instructional leaders to develop postmodern leaders within their school. Developing these leaders will be beneficial to the success of the entire school community. One thing that superior school administrators have in common is that they “trust and have confidence in both the capabilities and the motivation of subordinates and believe that they want to accept responsibility and work hard” (Kritsonis, 2007, p. 152). Blankstein concurs with this idea in stating that when you invest power in other people; it inevitably comes back to you (2004).

 Empirics in School Organizational Moral

 Bardwick’s question, “What is the business of our business?” (as cited in Blankstein, 2004, pg. 65). It is an important question that should be asked by any postmodern institution before addressing students’ needs.  Having a clear and focused mission is vital to student success. Without such a mission, one cannot know which direction to go to address the entire school community and its stakeholders.  English supports the importance of this business by stating that by “Moving into a postmodern view of theories of educational administration, the dominant scientific modality has to be decentered, pushed aside” (2003, p. 140).  The concept that “Mission and purpose give guidance to what people work toward on a daily and weekly basis” (Deal & Peterson, 1996, p. 12) serves to promote the notion of establishing a focus for all stakeholders.

The strategic plan must have a postmodern school mission that is clearly stated. It shall include postmodern campus level goals, expectations and standards.  It is important to have the school’s mission clearly stated, but we must also ensure that others are knowledgeable and understand the postmodern mission.

“The second realm empirics, includes the sciences of the physical world, of living things, and of man” (Kritsonis, 2007, p. 12).  By implementing this postmodern realm, educational leaders will ensure that they provide each stakeholder with the information necessary for the implementation of their postmodern goals and mission. Kritsonis further states that “The essence of physical science is the discovery and formulation of general patterns among quantities derived from the process of physical measurement” (p. 178).  In establishing a clear and focused mission it is important that what is determined to be necessary  must be measurable.  To have a goal that cannot be measured would be irrelevant and unnecessary. Blankstein’s (2004) idea that effective missions are measurable and define learning coincides with Kritsonis’ statement that “Precise calculations depend on precise data” (Kritsonis, 2007, p. 188). The ability to measure a school’s success and its mission depends on concise data; otherwise, your school and the success of your students will be catastrophically affected.

 Ethics in Safe School Environment

 In recent decades we have noticed an increase in the amount of instances of school violence: “Since the 1992-1993 school year, 270 violent deaths have occurred in schools within the nation. However the number of deaths in 1999-2000 was almost one quarter the number that occurred in 1992-1993 (Kelly, 2009). School violence has moved from just a couple of kids having a fist fight on the playground to one or more students armed with weapons killing teachers and fellow students. This has caused extreme concern and caution among school personnel. Educational leaders across the country are participating in postmodern mock drills, bus evacuation, and shelter in place, in an effort to prepare students and staff in the event that there is a threat on the school. Although it is important to have such drills, it is even more important to provide students with the skills needed to prevent possible violence. Educational leaders should be advocates for programs that implement Character Education or Conflict Resolution strategies. Skills developed through these programs provide students with the tools needed to handle conflict with the absence of violence.  This type of strategic plan works because, according to Kanigel (1997) “The concept of best practice, which is the equivalent of Taylor’s one best way, are both derived from empirical work of the match between methods and means and determined not by teachers (workers) but by experts (researchers)” (as cited in English, 2003, p. 65).

According to Kritsonis (2007), “The fifth realm, ethics, includes moral meanings that express obligation rather than fact, perceptual form, or awareness of relation” (p. 452). To implement programs such as Character Education and Conflict Resolution alone would not assist in the success of a schools safety. We must address the moral and ethical issues of our students. We must teach them to be empathetic and caring of others, as Kritsonis further states in saying that students must be able to relate with others and with oneself in acceptance and love, to act with deliberate responsibility, and to coordinate these meanings into an integrated vision and commitment (2007).

It is imperative that educational leaders of effective schools create a postmodern safe and orderly environment.  It is not a surprise that students who are in  a safe and conducive environment will be more successful both academically and socially. Incorporating each of these will in turn provide the type of school culture necessary for academic success.

 Synoptics in Student Management

 Many educators scream with conviction that “every child can learn” when among their educational counterparts. Do they, however, really believe that every child  can  learn?    Do they  have  these  same convictions  when in  their  own  home,  community, or classroom? Do they exhibit the mentality that every child can learn among their students, despite their diverse backgrounds whether low socio-economic, cultural or linguistically?

It is important as instructional leaders for us to ensure that students and staff members alike understand that their past circumstances do not have to dictate their future, which Kritsonis further supports in asserting that “The appropriate mode of discourse for history is the past tense” (2007, p. 41). Yes, every child can learn, and will learn under postmodern leadership.

“The sixth realm, synoptics, refers to meanings that are comprehensively integrative. This realm includes history, religion, and philosophy” (Kritsonis, 2007, p. 484). The postmodern strategic plan will exhibit a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of essential academic skills. This is a postmodern philosophy among effective schools.

The school climate will also be affected by the way administrators carry out their postmodern administrative duties. According to Kritsonis, “a primary role of school principals is to be a child advocate, manager, instructional leader, disciplinarian, human relations facilitator, educator, conflict manager, collective bargaining agent, staff developer, change agent or innovator, and community relations liaison” (Kritsonis, 2002, p. 252). To maintain a postmodern environment and climate that is conducive to learning, principals must not dismiss the importance of each of these roles. To neglect one of these primary roles will have a catastrophic affect on the school climate and effectiveness of the school.

In a postmodern school, you must continuously monitor students’ progress by utilizing different methods of assessment. The school’s ability to make improvement plans is directly tied to the quality of its data. Without clear, quantifiable information, leaders will find it very difficult to create focused improvement plans (Blankstein, 2004). Blankstein further asserts that the value of any instructional practice should be judged according to its results.

 Esthetics in Positive Community Relations

 “The third realm, esthetics, contains the various arts, such as music, the visual arts, the arts of movement, and literature. Meanings in this realm are concerned with the contemplative perceptions of particular significant things as unique objectifications of ideated subjectivities” (Kritsonis, 2007, p. 275). Esthetics is based on one’s senses or feelings, which makes having a positive community relationship a postmodern essential to student success.  “Postmodernity does expand the idea of leadership to broader perspective than has usually been the case. But English suspect that it will be stoutly resisted as “irrational” or “subjective” (English, 2003, p.26).

Principals who have established Postmodern Relations will endure the benefits of such a partnership. They will notice and increase in student achievement and motivation and thus academic success. In an effective postmodern school, parents are provided with a clear understanding of the school’s mission and are provided with a strategic plan to support the mission. 

The age old proverb, “It takes a village to raise a child”, plays an intricate part in the education of our students. The education of our students is a shared responsibility and should be treated as such. Educators must not view children as simply students.  If educators view children in this way, “they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners…” (Epstein, 2009, p. 20).  To establish this partnership would be to honor and acknowledge that we share common interests and goals.

 Synnoetics in Organizational Improvement

 In a highly effective school, postmodern teachers allocate an ample amount of time to relevant instruction.  This allows students to have an increase in their opportunities for learning because relevance make rigor possible for most.

Although direct instruction plays an essential role in the success of student learning experience, students’ motivation to complete the task assigned is as important.  Those who have taught know and understand that keeping a child motivated is not always an easy task. With an increase in environmental issues such as poverty, abuse, and domestic violence (to name a few) violating the lives of many of our youth, it is of no surprise that they are not always motivated.  It is our duty and obligation as educators, however, to ensure that we make every attempt to increase students’ motivation.

It is in the fourth realm that engagement is required. “The fourth realm, synnoetics, embraces what Michael Polanyi calls “ ‘personal knowledge’ ” and Martin Buber the “ ‘I-Thou’ ” relation” (Kritsonis, 2007, p. 394).

   Concluding Remarks

 In conclusion, in an effort to increase student achievement and effectiveness of schools, the utilization of the six realms in relation with postmodern thinking will provide a framework that will assist in the achievement of those goals. Remarkably, the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) may be applied to any aspect of education. 

It is the obligation of each educational leader to provide students with the tools needed to succeed; this may not be done on a whim. We must plan to reach our goals, thus we must have a postmodern strategic plan.  Blankstein states,

The research is abundantly clear: Nothing motivates a child more than when learning is valued by schools and family/community working together in partnership…These forms of involvement does not happen by accident or even by invitation. They happen by explicit strategic intervention. (2004, p.167)

REFERENCES

Association for Effective Schools (1996).  What is effective schools research? Retrieved July 9, 2009, from Association for Effective Schools Web site: http://www.mes.org/esr.html

Blankstein, A.M. (2004). Failure is not an option. Thousand Oaks, CA: Corwin Press.

California Center for Effective Schools (n.d.).  Effective schools.  Retrieved July 9, 2009, from Connections for Success Web site: http://effectiveschools.education.ucsb.edu/correlates.html

Deal, T. E., &  Peterson, K.D. (1999). Shaping school culture:  The heart of leadership. San Francisco, CA:  Jossey-Bass.

English, F.W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL: Charles C. Thomas.

Epstein, J.L. et al. (2009). School, family and community partnerships. Thousand Oaks, CA: Corwin Press.

Kelly, M. (2009). School violence. Retrieved July 9, 2009, from About: Secondary Education Web site:

http://712educators.about.com/cs/schoolviolence/a/schoolviolence.htm

Kritsonis, W.A. (2002). William Kritsonis, PhD on schooling. Mansfield, OH: BookMasters, Incorporated.

Kritsonis, W.A. (2007). Ways of knowing through the realms of meaning. Houston, TX: National FORUM Journals.

McEwan, E.A (2003). 10 traits of highly effective principals. Thousand Oaks, CA: Corwin Press.

National FORUM Journals have about a 15% acceptance rate

As a manager, by definition you are in the middle. You’re the glue. A manager who doesn’t manage is worse than no manager at all. Your employees need you to lead and manage or get out of their way.

Did you know that exceptional managers are the main reason good employees stay where they are, and bad managers are the main reason good employees leave? Author Marcus Buckingham tells us people don’t quit their jobs – they quit bad managers. They quit managers who don’t recognize their contributions. They quit managers who ignore slacker coworkers. They quit managers who don’t provide clear direction. In other words, they quit managers who don’t manage and lead assertively.

That’s why your words are so important. As a manager your words matter more to your employees than anyone else’s. However, if you’re like most leaders (and like me), you’ve delayed hot button conversations because you didn’t know what to say or you didn’t want to rock the boat. And (like me) you’ve probably also initiated hot button conversations with reckless abandon and later regretted your words.

Here are some management skill training tips to help you be the assertive manager your employees want to produce results for.1. Establish your role from the beginningDon’t: be afraid to be the boss. When you take charge, don’t assume everyone will automatically fall into their roles.Why not: In the beginning, employees aren’t sure about your authority, and neither are you. It’s easier to set the tone up front than to change the tone afterward. Do: conduct a new supervisor interview and put your best foot forward. Take the initiative to set boundaries and define roles from the outset. PowerPhrases: What to Say: “I need your help, support and feedback on my new role as your manager.” “Now that I’m your manager, our roles will change. Do you have concerns about that?”Poison Phrases: What not to say: We’re all friends here. It will work out fine.2. Hold people accountable for expected resultsDon’t: indulge slackers.Why not: It’s unfair to the good performers who are doing their jobs – and often picking up the slack. It encourages slacking from everyone.Do: clarify expectations and document and address problems as they arise. PowerPhrases: What to Say: “Your job requires that you… Instead you are… Here’s why I need you to meet expectations.”Poison Phrases: What not to say: Oh well, it’ll get done. It always does.3. Create a system to consistently acknowledge good employee performanceDon’t: leave acknowledgement to chance or dismiss good work as an expected part of the job.Why not: Behavior that gets rewarded gets repeated. Behavior that is ignored drops off. If you don’t have a system to acknowledge employees, it probably won’t happen and you’ll lose a performance enhancement opportunity.Do: set reminders or other systems to ensure you let employees know exactly what they do that you appreciate and how it affects you in a positive way.PowerPhrases: What to Say: “I love your attention to detail in how you… That’s important because…” “…was a powerful initiative because…” Poison Phrases: What not to say:that’s what they get paid for.4. Be clear in delegation and providing directions

Don’t: assume understanding.

Why not: There are too many variables in every project to assume anything.Do: specify deadlines, budget, specs, authority and follow-up. PowerPhrases: What to Say: “I need …by (when) to the following specs. Make your own decisions about X but please forward questions to me about Y. “Poison Phrases: What not to say: I don’t know what I want, but I’ll know it when I see it.

.5. Tie each employee responsibility into the bigger picture of company mission, vision and department goalsDon’t: treat individual tasks as mundane. Why not: mundane tasks don’t motivate. Activities that are a part of a bigger mission do.Do: remind employees continually about why you’re there and how their achievements help move the mission forward.PowerPhrases: What to Say: “This list you completed is a good step forward toward our mission of…” Poison Phrases: o you made a list. That’s what we pay you for.6. Apply prepared assertive management phrases and leadership phrases for every step of the management process including:

The new supervisor interview

Building strong managers and leaders

How to coach employees

Meeting facilitation

Announcing change

Motivation

Providing positive feedback

Providing negative feedback

Performance review phrases

Termination

This article offers dos, don’ts, PowerPhrases and Poison Phrases for five management conversations. In the course of your management career you’ll need to initiate conversations for hundreds of employee conversations. Let the experience of others guide you. The management process is a communication process. It’s not enough to be right. It’s not enough to know what you’re doing. It’s essential that to have to words to successfully manage your employees and to be the assertive manager your employees want you to be.

45 year old Judy revealed in an anger management class that she
was constantly angry at her husband. When asked why, she
revealed that her aged mother lives next door and she always
felt conflicted whether to spend time with her husband or her
mother after work.

She loved them both, but resented her husband’s becoming
demanding and upset when she spent needed time with her mother
instead of being with him. Judy revealed that she dealt with the
situation by ignoring her husband when he expressed displeasure
- with disastrous results. These included constant bickering and
tension in the home as well as emotional distance from each
other.

How much better the outcome would have been had Judy used basic
skills of assertive communication.

What is assertive communication?

It is a way to communicate to your family your rights, feelings
and needs- but in a good way. It is a method of letting family
members know where you stand on things and what your limits and
boundaries are.

Assertive communication allows you to clarify communication and
stand up for yourself without making things worse or getting a
negative result or response from your loved ones.

Four Steps to Assertive Communication:

Step 1- Send clear messages

Turns out Judy had never clearly told her husband how she felt
when he put pressure on her to spend time with him instead of
her mother. When she did discuss it, she hemmed, hawed and
stammered with almost no eye contact.

As a result her husband was not getting a clear message. To
communicate clearly, look at your posture and your facial
expressions, as well as your hand and arm movements. Pay special
attention to your tone of voice which can say volumes beyond
your words.

Step 2 – Learn how to listen

Assertive people have developed their listening skills. While
hearing is done with your ears, true listening is done with your
heart. To be a better communicator, start by becoming a better
listener.

Step 3 – Start the conversation with “I feel” rather than “you
should.”

Words have tremendous power to determine how other people
experience us, and how they respond to an issue.

For this reason, people with good assertive communication skills
focus on the problem behavior (and not the character of the
person), stick to the point, don’t use labels, and make “I”
statements rather than “you” statements.

Judy tried this with her husband and it worked very well. Here
is what she said: “Honey, I love you and want to be with you,
but I also need to be with my mother now. Could you get along
without me for a hour a night? I’ll try to always be back by
8:30 PM.”

Step 4 – Acknowledge your part in the conflict or issue

Anger is often an escalating process, involving two people who
create a negative feeling in each other, sometimes instantly and
sometimes over a long period of time.

It is natural to blame another family member entirely for the
problem, especially when we are angry or in a defensive mode.

But, once we return to normal, the assertive communicator is
able to accept some of the responsibility for the conflict. This
acceptance and acknowledgement of your contribution to the
problem is an indication of emotional maturity and can create an
entirely different atmosphere between conflicting family members.

Try saying the following things to promote communication:

- My reactions were too extreme. I’m sorry. – Even though I
still feel I was right about the issue, my reaction wasn’t right
and I apologize. – I never thought of things that way. – Let me
start again in a different way. – I can see my part in all this.

To Judy’s delight, when she practiced saying some of these
things to her husband in a loving way, he began changing too.
Almost immediately, he became less demanding, more
understanding, and more aligned with her so both of them could
better care for her aging mother.

2005 © Dr. Tony Fiore All rights reserved