Administrators want conformity under FranklinCovey influence but don’t practice what they preach.
Walking into the district offices at Killen Center yields several walls littered with posters, charts and other paraphernalia dedicated to FranklinCovey’s “Principle-Centered Leadership” and an eerie feeling there should be high priests in hooded robes carrying candles and chanting.
The obsession with Covey shoved down the throats of students and faculty is disturbing.
Between “4 Disciplines of Execution,” mandatory “7 Habits of Highly Effective People” faculty training and EDUC 1300, Principle-Centered Leadership, which is still lurking in the background, it is no wonder administrators are not open about their decisions.
Eventually — they must suppose — everyone will be brainwashed enough to go along with anything. Or retired.
Like every successful cult, administrators are not buying into what they are selling.
Be proactive: Take responsibility
Chancellor Bruce Leslie blamed the Texas Legislature for implementation of transfer degrees. Dr. Jo-Carol Fabianke, vice chancellor of academic success, blamed the Southern Association of Colleges and Schools Commission on Colleges and the Texas Higher Education Coordinating Board.
In the Oct. 21 board meeting, it was revealed no one was twisting arms; administrators made the decision all on their own.
Begin with the end in mind: Plan for the future
When administrators slipped “generic” degrees under the noses of everyone in April, they didn’t plan for the deception to be discovered and blow up in their faces six months later before they “made a declaration.”
Put first things first: Prioritize
We all know what administrators put first: Money. As a portion of funding is based on graduation rates, get students in and out quickly to collect as much as possible.
Think win-win: Seek mutual benefits
There are plenty of benefits in transfer degrees for the district and students who choose to follow that path. However, transfer degrees are nothing new. Eliminating other graduation options only benefits the district. Remember the previous habit?
Seek first to understand, then to be understood: Communicate
No one — not students, not faculty, not even trustees — was included in administrators’ discussion to implement transfer degrees.
Synergize: Practice teamwork
Good leaders find a way to include everyone’s ideas. If administrators had worked with the colleges in the open the entire time, maybe everyone could have come to a win-win solution. Instead, those left out felt deceived and betrayed.
Sharpen the saw: Self-preservation and enhancement
Well, at least this one our district administrators have got down pat.
Beware, if at the next board meeting, where transfer degrees are likely to be discussed further, Leslie and Fabianke are passing out grape Kool-Aid.