Great Questions for Leaders

Good Leaders Ask Great Questions

by John C. Maxwell

Part I (Chapters 1-3) of John C. Maxwell's Good Leaders Ask Great Questions focuses on questions the author asks, while Part II (Chapters 4-10) consists of questions other leaders have asked him. 

The premise to this book is as follows: "If you want to be successful and reach your leadership potential, you need to embrace asking questions as a lifestyle." (4)  Maxwell gives several reasons for his position including:

1.  You will only get answers to the questions you explicitly ask;
2. Questions are a highly effective way of connecting with people;
3. Asking questions engenders humility;
4. Questions challenge our mindsets and invite different perspectives; and
5. Questions generate better ideas and stimulate creativity.   

In Chapter 2, Maxwell reveals the key questions about leadership that he asks himself.  Since a key principle of leadership is that a leader must first lead himself, Maxwell asks Am I Investing in Myself? He playfully takes liberties with a quotation by Socrates on this point: "The unexamined leader is not worth following." (47)  He also asks Am I Genuinely Interested in Others?, as he recognizes that he never wants "...to put my leadership ahead of the people I lead." (31)   He asks as well Am I Grounded as a Leader? as he values both authenticity and humility in leadership: Leaders "...use self-deprecating humor and laugh at themselves.  When they are asked to speak, they prefer simple introductions, and they walk among the people and connect with them...." (35)  I particularly like his question Am I Adding Value to My Team?  Maxwell believes that a leader adds value when he creates a workplace environment of encouragement and support and he gives consideration to every employee's strengths and weaknesses.  He writes, "[Leaders] must value completing one another more highly than competing with one another." (38)

In Chapter 3, Maxwell then turns to the questions he asks his co-workers.  The question he most frequently asks them is What Do You Think?  Asking this question allows him to gather key information on important considerations, confirm his intuitions, and assess team members' judgments and leadership abilities.  He also asks How Can I Serve You?  Writes the author: "If you are not asking the members of your team how you can serve them, you may be holding them up." (62)  What Did You Learn? and Did We Add Value? are two additional questions he poses when speaking with co-workers.  He recognizes the importance of asking How Are the Numbers?, but also favours questions such as What Do I Need to Know? and What Am I Missing? that solicit more subjective feedback.

Maxwell opens Part II of Good Leaders Ask Great Questions with a set of questions he has been asked by other leaders that can be grouped around the general question What Must I Do to Lead Myself Successfully?  Of primary consideration in this section is the question Why does leading myself seem more difficult than leading others?  Maxwell's response is that a leader's blind spots, such as ego, insecurity, character weaknesses, and singular perspective, create the difficulty.  Of these, he notes that lack of character is a "deal-breaker" when it comes to leadership. (93)   In response to the question What Are the Most Important Values for a Leader?, the author states servanthood, integrity, relationships, and renewal.  He makes reference to Stephen Covey's concept of sharpening the saw in his elaborating on the importance of renewal.  Maxwell provides a concise yet compelling response to the question What is The Most Effective Daily Habit for Any Leader to Develop? when he states "...giving more than you receive." (101)  

In Chapter 5, Maxwell answers questions on how leadership works.  His answer to the question What is the Ultimate Purpose of Leadership? is that "...leadership is about adding value to people." (124)  A  leader adds value for employees when he/she makes workers' agenda his/her priority, listens to their stories, and believes in them.  When asked what are the strategies a leader needs to rely on to pull his/her team through difficult times, the author recommends defining reality, reminding everyone of the big picture, developing a clear plan, promoting teamwork, and giving them hope.   

Maxwell uses an interesting analogy of the 4 seasons to describe the rhythms of leadership. Beginning times in leadership are analogous to winter - a time for planning and visioning.   The spring season of leadership is a time of planting - "...the time to take winter plans and ideas and put them into action." (140)  Summer is a time of cultivation for leaders - a time for hard work, long hours, and perspiration.  Lastly, the autumn of leadership is the abundant harvest from the successful planning, planting, and labouring.     

Next, Maxwell tackles a series of questions that focus on getting started in leadership.  In response to the question How can a Young Leader Establish His Vision and Get Buy-in?, the author responds that a new leader must first develop trust by displaying both character and competence.  Effective ways to demonstrate character include showing care for people and always being honest.  Maxwell also offers some good advice for introverted leaders who wonder how they can succeed in such an extroverted role. First, he emphasizes that they must understand the value of connecting with employees and rise above their introspective proclivity.   As well, they should seek feedback from other leaders to ensure that they are leveraging their natural leadership strengths. 

Chapter 7 focuses on resolving conflict and leading difficult employees. Maxwell provides the following process for dealing with an employee with a poor attitude:

• Meet with the employee privately and as soon as possible;
• Listen first to his/her "side of the story" (176); 
• Try to reach a point of agreement;
• Put in writing a plan of action - with a deadline for completion; and
• Communicate your regard for the person and commitment to help.

Maxwell also offers some good advice on how to push team members past mediocre performance: "...one of the best ways to raise the bar for people is to do it incrementally." (180)

In Chapter 8, the questions are centred around succeeding despite poor leadership.  Here is the author's strategy for working with a leader who doesn't like you:

• Acknowledge your negative emotions but don't allow them to consume you;
• Look for areas of agreement with your leader;
• Remain "consistently pleasant" (213); and
• Help solve problems.

When your leader lacks vision, Maxwell suggests you allow yourself to be guided by the organizational culture and vision, identify your own sense of purpose, and share your vision with your leader.

Leadership transitions is the theme of Chapter 9.  Recognizing that "A leader's lasting value is measured by succession" (249), Maxwell provides sound advice for leaders who are transitioning out of their roles:

• Plan ahead; 
• Prepare your successor;
• Resolve any unfinished business;
• Say goodbye - and then leave; and
• Be available for your successor - but only when your successor asks for your assistance.

I very much like the relay race baton-passing analogy for the leadership succession process which the author employs:

The one who will pass the baton keeps running at full speed until the baton is passed while the one receiving the baton starts running before he receives it.  While both runners remain in the same lane, the baton is passed such that an extra step is gained in the exchange.  Following the exchange, the one who passed the baton gets out of the new runner's way, stops and "...walks across the infield to cheer for the successor at the finish line." (250)

In the final chapter, the topic is development of leaders.  Maxwell suggests that the following characteristics will identify individuals as potential candidates for leadership:

• They are catalysts;
• They have influence on others;
• They are relationship builders;
• They add value in the workplace; and
• They are finishers. 

7 Research-Based, Classroom-Tested Instructional Practices

Book Review: The Highly Effective Teacher

by Jeff C. Marshall

As the sub-title of The Highly Effective Teacher states, the purpose of this book is to present 7 research-based, classroom-tested practices that foster student achievement.   “These teacher actions are presented in the form of a teacher effectiveness measure – the Teacher Intentionality of Practice Scale – or TIPS. (1)  Each chapter describes a TIP along with its sub-component actions, and gives classroom examples.  Reflective questions are also provided for each TIP along with a rubric.

The opening chapter provides a 28-statement Needs Assessment Instrument so that teachers can determine their greatest areas of need with respect to the 7 classroom-tested practices.  Each statement is linked to a specific TIP indicator.  The Needs Assessment instrument can be used not only by individual teachers to determine their starting points with the 7 practices but as well collectively by a department or school to establish its professional learning plan.  The author stresses the primacy of TIP 1, 2, and 3, stating that if any one of these is among a teacher’s lowest ranking on the Needs Assessment Instrument that the teacher “…should address these more fundamental pedagogical issues before moving on to the other TIPS indicators.” (12)

TIP 1 is Coherent, Connected Learning Progression.  A coherent learning plan is one that is connected both to students’ lives and prior knowledge and to the “the bigger picture [of learning] within the discipline and to other disciplines.” (21)   To achieve effective learning progression:

• a teacher must have a clear sense for each lesson of what he/she expects students to know and be able to do; 
• lessons need to be “…developmentally and intellectually appropriate for students” (17); and,
• lessons need to be tailored to fit the needs of students.

An important sub-component action to help ensure coherent lesson progression is the teacher’s rigorous checking of content knowledge, which may include consulting an content area expert, extensive background reading, and inviting a colleague to observe the teacher’s lesson.  Another action is to use an inquiry question that stimulates analysis of the key ideas and connects them to major themes.

TIP 2 is Strategies, Resources, and Technologies that enhance learning.  The author emphasizes that teaching strategies should be selected that both engage the learner and transform the learning experience.  In selecting strategies, teacher must recognize that “…learner needs are very different from those of past generations.” (28)  Strategies such as inquiry-based and project or problem-based learning are recommended, as they support students as active learners.  For Marshall, effective classroom strategies  “…are predicated on the nonnegotiable idea that students must have the opportunity to explore the concept [to be learned] before the teacher provides a formal explanation.” (31)

The main point the author makes regarding the selection of specific technologies is that teachers need to make “…informed, intentional decisions that are tied to learning and effectiveness.” (35)  In other words, they need to avoid the laissez-faire “provide it and they will learn” approach.” (33)  Teachers should also avoid the glorified overhead projector syndrome by which a new technology (ie. the interactive whiteboard) is simply substituted for a traditional technology.  Marshall recommends the SAMR Model (Substitution, Augmentation, Modification, & Redefinition) as a useful guide for teachers in the selection and use of digital technologies in order to transform learning.  While a simple Google search or use of Wikipedia is a simple substitution for the use of an encyclopedia, augmentation technologies such as PowerPoint or Google Slides can be used so that students can apply what they have learned.  Modification and redefinition technologies such as iMovie and Google+ “…seek to challenge students to evaluate and create by storytelling, critiquing…” (40)

The SAMR Model

In Chapter 4, Marshall argues that TIP3, Safe, Respectful, Well-Organized Learning Environment, is the most foundational teacher practice: “If you lack a safe, respectful, well-organized learning environment, then you will struggle to succeed with every other indicator.” (13)  For the author, effective classroom management is about 2 things – learning flow and effective teacher-student interactions.  Suggestions he gives to maintain learning flow include:

• Ensure routines and classroom norms are ingrained by spending considerable time at the beginning of the school year establishing and reinforcing them;
• Use the last few minutes of class to consolidate learning by “…sense-making, reviewing, debriefing, extending [student] thinking …”; (46) and,
• Begin classes with something engaging and substantive ie. a provocative question or hi-lights of interesting lessons to come.

The key to ensuring positive interactions with and among students is for the teacher to “…model the [behaviours] that [he/she] expects students to perform.” (52)  The teacher should also have strong presence at all times.

Author Jeff C. Marshall

 Highly Effective Teacher Video

TIP 4 is Challenging, Rigorous Learning Experiences, which, for the author, means creating a culture of challenge in the classroom such that students are pushed in their learning beyond their comfort zones but not beyond their abilities.  A key to developing a successful culture of challenge is focusing on perseverance.  One of the best ways to help students develop perseverance is for the teacher to model it.  Marshall writes that, while he challenges his students to always give their best effort and take responsibility for achieving success, he demonstrates his own perseverance in this way:

I also let [students] know that I will do everything in my power to provide a classroom where they can succeed.  Further, I make it a miserable experience – not easy – for a student to fail. (58) 

 In order to promote perseverance with students, the teacher needs to stretch the amount of time students persist with a challenging learning task while never breaking them.  The teacher needs to “…gauge when to toss students the life preserver and when to let the students or groups tread water a bit before providing support.” (62)

He does not recommend ability grouping for a couple of reasons.  For one, he believes this practice perpetuates stereotypes – as too frequently in the past it was used as “a tool” to separate “white, privileged students” from black students.  As well, “…in the real world, we don’t track people…” this way. (64)  A better approach he recommends is to differentiate the support within groups.  Some students “…may need scaffolding …and others need additional challenges….” (65)

 He also recommends interleaved practice as opposed to block practice.  In block practice, students are presented with the same types of problems or skills that were modeled or presented by the teacher.  Interleaved practice, on the other hand, mixes the new concept with other concepts previously studied.

Chapter 6 describes TIP 5: Interactive, Thoughtful Learning.  To ensure a high level of interactivity, teachers need to provide a challenging yet low-stress classroom environment.  The author recommends teachers use how and why questions and open-ended statements such as My greatest hope is ­­­­­­­­­­­­__________ to stimulate meaningful, engaging conversations.  While he stresses the need for students to collaborate through discussions and group projects, he also suggests that there be a balance of time spent in both the interpersonal and intrapersonal worlds: “…they also need to reflect on their progress or demonstrate individual achievement during the intrapersonal aspects of learning.” (72)  In particular, he recommends Think-pair-share as a strategy that combines individual reflection and discussion.

According to Marshall, developing a Creative, Problem-Solving Culture (TIP 6) involves 2 important components.  The first involves a fundamental paradigm change in instruction:  “…instead of the teacher telling and then confirming, the students engage in doing and exploring before the summary … or formal explanation of concepts.” (87)   The second re-think that is required is encouraging, not discouraging, student chatter and movement – so they can converse, question, and explore.

Another important ingredient in creating a culture of inquiry is affording students the opportunity to learn from a variety of perspectives.  An example the author gives for literature study is exploring various interpretations of a literary work.  

The final teaching practice is TIP 7: Monitoring, Assessment, and Feedback That Guide and Inform Instruction and Learning.  Marshall identifies the qualities of effective feedback:

• Specific
• Clear
• Manageable
• “Just in time”
• Valued (97)

The author also offers some creative alternatives to the exit card for how students can demonstrate their learning:

·         How Tweet – Like a Tweet, students state in 140 or fewer characters the key learning;

·         This Just In – Students create a newspaper headline that captures the key learning; and,

·         Past & Present – Students briefly summarize their past belief and how their new belief differs from it.