multiplier THE - CAHELP › UserFiles › Servers › Server... · get solved. These are the leaders who inspire teachers and administrators to stretch themselves and surpass expectations

MULTIPLIERSThese leaders are genius makers and bring out

M U L T I P L I E R

The Talent Finder

The Liberator Creates an intense environment that requires people’s best thinking and work

The Challenger stretchThe Community Builder decision-making forums

The Investor Gives other people ownership for results and invests in their success

The Result

SEED

OG

ET

DIMINISHERSThese leaders are absorbed in their own intelligence,

intelligence and capability.

The Five Disciplines of the Diminisher

D I M I N I S H E R

The Gate Keeper

The Tyrant Creates a tense environment that suppresses people’s thinking and capability

The Know-It-All they know

The Decision Maker Makes centralized, abrupt decisions that

The Micromanager Drives results through their personal involvement

The Result

40%SEE

DO

GET 2.3X

multiplierTAPPING THE GENIUS INSIDE OUR SCHOOLS

By extracting people’s full capability, Multipliers get twice the performance from their team.We’ve all had experience with two dramatically different types of leaders. The first type drains intelligence, energy, and capability from the people around them and needs to be the smartest person in the room. These are the idea killers, the energy sappers, the Diminishers of talent and capability. On the other side of the spectrum are leaders who use their intelligence to amplify the smarts and capabilities of the people around them. When these leaders walk into a room, light bulbs go on; ideas flow and problems get solved. These are the leaders who inspire teachers and administrators to stretch themselves and surpass expectations. These leaders use their smarts to make everyone around them smarter and more capable. These leaders are Multipliers. The educational system needs intelligence Multipliers right now especially when leaders must do more with less.

TH E

EFFECT

How might these behaviors influence

@LizWiseman & @EliseFosterJoin our Learning Community on LinkedIn:

Take our Free Accidental Diminisher Quiz at:

the performance of others around me?

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Copyright © 2015 The Wiseman Group. All rights reserved.M U LT I P L I E R S B O O K S . C O M • T H E W I S E M A N G R O U P. C O M

THE ACCIDENTAL DIMINISHER


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How might you be accidentally diminishing your team?

The Accidental Diminisher is the well-intended leader, often following popular management practices,who subtly and, completely unaware, shuts down the intelligence of others.

The Multiplier Continuum: Between the Extremes

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What might trigger your AD tendency? What simple workaround might you tryto avoid your AD tendency?

Idea Guy Always On Rescuer Pacesetter Rapid Responder Optimist

THE ACCIDENTAL DIMINISHER

Copyright © 2015 The Wiseman Group. All rights reserved.M U LT I P L I E R E F F E C T B O O K . C O M • T H E W I S E M A N G R O U P. C O M

Accidental Diminishe

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ANSWERS

QUESTIONS

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Woodrow Wilson

THE ART OF T ES ONTUQ IEH

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THE ART OF THE QUESTION


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THE ART OF THE QUESTION


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an Outcome

13Copyright © 2013 The Wiseman Group. All rights reserved.

multipliers JOURNAL

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BECOMING A MULTIPLIER


Copyright © 2014 The Wiseman Group. All rights reserved. Rev. 04-11-14.

Which of the experimen

Where and how might I use this experiment in the next 30 days?

?

*Available in

What can you do in the next 24 hours

Elise

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Copyright ©2014 The Wiseman Group. All Rights Reserved.

MULTIPLIERS EXPERIMENTS AT A GLANCE

WHO’S WHO

See the impact of Multipliers and Diminishers on your own performance as an employee. Reflect on your own experience with Multipliers, those leaders who made you feel smart; and with Diminishers, those leaders who drained your intelligence. How did their actions, assumptions, and results differ?

EXTREME QUESTIONS

Lead a meeting or conversation by only asking questions. This means that everything you say ends in a question mark! Or, better put: Can you make sure that everything you say ends with a question mark?

CREATE A STRETCH

CHALLENGE

Lay down a stretch challenge for your organization. Engage your team members by giving them a “mission impossible,” something hard that will challenge them or even the entire organization. Help them see what might be possible, extend an intriguing, vivid challenge, and, then generate belief that it just might be possible.

MAKE A DEBATE

Hold a debate on a key issue. Use debate to build the collective intelligence and the will needed to execute fast and flawlessly. Identify an important decision and frame the issue to your team, ask them to prepare by coming into the debate with a) data and b) an opening position. Then spark the debate and drive a sound decision.

GENIUS WATCHING

Learn to spot the native genius in your environment so you can put it to work and help it thrive. Scan the environment and follow clues to identify what people do naturally and freely. Determine signs to look for and questions to ask to hone your genius watching skills so you can readily name when you see it.

NAME THE GENIUS

Identify the native genius of each person on your team. Find the native genius of individuals on your team and find novel ways to utilize their genius more fully. Do this individually or as a team so that everyone understands the native genius of each person on the team.

PLAY FEWER CHIPS

Play fewer chips in a meeting. Pick a meeting where you have a tendency to over-contribute. Give yourself a budget of “poker chips,” with each chip representing a comment or contribution to the meeting. Maybe it is 5 chips, and maybe just 1 or 2 chips. Use them wisely, and leave the rest of the space for others to contribute.

TALK UP YOUR MISTAKES

Invite experimentation and learning by sharing your own mistakes. Let people know the mistakes you have made and what you have learned from them. Make public how you have incorporated this learning into your decisions and current leadership practices.

MAKE SPACE FOR MISTAKES

Define a space where people can experiment, take risks and recover. To create a safe environment where people can take risks, clarify the area where a) your team members have room to experiment and b) where the stakes are too high to allow failure.

GIVE IT BACK

Give ownership back to the person it belongs to. When someone brings you a problem that you think they are capable of solving, give it back to them and ask for the “F-I-X.” You play the role of coach rather than problem solver. If someone legitimately needs help, jump in (take “the pen”) and contribute, but then clearly give ownership (“the pen”) back.

GIVE 51% OF THE VOTE

Put someone else in charge by giving that person the majority vote. Instead of delegating work, let people know that they (not you) are in charge and accountable. Tell them they get 51% of the vote, but 100% of the accountability.

SUPERSIZE IT

Give someone a job that is a size too big. Acknowledge that everyone on your team is at different capability levels. But, everyone is capable of growth. Carve out roles and responsibilities the way you shop for shoes for pre-schoolers…one size too big. And then let the person grow into their new responsibilities.

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multiplier THE - CAHELP › UserFiles › Servers › Server... · get solved. These are the leaders who inspire teachers and administrators to stretch themselves and surpass expectations