Welcome to Sustainable Leadership Andy Hargreaves AH Keynote
Welcome to Sustainable Leadership Andy Hargreaves AH Keynote w/SML Strtgies 1
Sustainable development, democracy and peace are indivisible as an idea whose time has come. Wangari Maathai AH Keynote w/SML Strtgies 2
Development of the term “sustainability” 1980 Term first coined by Lester Brown, founder of the World Watch Institute 1987 Sustainable development defined by Brundtland Report of the World Commission on Environment and Development 1992 Agenda 21, United Nations Conference on Environment and Development, Rio De Janeiro systematically addressed sustainable development 2002 United Nations Johannesburg Summit – developed practical goals for sustainable development 2005 Beginning of UN Decade of Education for Sustainable Development AH Keynote w/SML Strtgies 3
United Nations Decade of Education for Sustainable Development 2005 -2015 AH Keynote w/SML Strtgies 4
Sustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future. Hargreaves & Fink 2000 AH Keynote w/SML Strtgies 5
Sustainable leadership matters, spreads and lasts. It is a shared responsibility that does not unduly deplete human or financial resources, and that cares for and avoids exerting damage on the surrounding educational and community environment. Hargreaves & Fink 2003 AH Keynote w/SML Strtgies 6
Sustainability is the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose. Fullan 2004 AH Keynote w/SML Strtgies 7
Educational Lessons of Environmental Sustainability • Rich diversity, not soulless standardization • Taking the long view • Act urgently for change, wait patiently for results • Prudence about conserving and renewing human and financial resources • Examine the impact of our improvement efforts on others • All of us can be activists and make a difference Hargreaves & Fink 2006 AH Keynote w/SML Strtgies 8
Built to Last Companies • Put purpose before profit • Preserve long-standing purposes amid the pursuit of change • Start slowly, advance persistently • Do not depend on a single, visionary leader • Grow their own leadership, instead of importing others • Learn from diverse experimentation Collins & Porras 1994 AH Keynote w/SML Strtgies 9
Seven principles of sustainable leadership 1 Depth It matters 2 Endurance It lasts 3 Breadth It spreads 4 Justice It does not harm the surrounding environment AH Keynote w/SML Strtgies Continued… 10
Seven principles of sustainable leadership 5 Diversity It promotes diversity & cohesion 6 Resourcefulness It conserves expenditure 7 Conservation It honours the past in creating the future AH Keynote w/SML Strtgies 11
Unsustainability Repetitive change syndrome is Initiative overload + Change-related chaos Abrahamson 2004 AH Keynote w/SML Strtgies 12
Initiative Overload The tendency of organizations to launch more change initiatives than anyone could ever reasonably handle Abrahamson 2004 AH Keynote w/SML Strtgies 13
Change-related Chaos The continuous state of upheaval that results when so many waves of initiatives have worked through at the organization that hardly anyone knows which change they’re implementing or why Abrahamson 2004 AH Keynote w/SML Strtgies 14
Unsustainability Imposed, short-term targets (or adequate yearly progress) transgress every principle of sustainable leadership and learning Hargreaves & Fink 2006 AH Keynote w/SML Strtgies 15
Principle 1: Depth Sustainable leadership matters. It preserves, protects, and promotes deep and broad learning for all in relationships of care for others. AH Keynote w/SML Strtgies 16
Nelson Mandela The human body has an enormous capacity for adjusting to trying circumstances. I have found that one can bear the unbearable if one can keep one’s spirits strong even when one’s body is being tested. Strong convictions are the secret of surviving deprivation: your spirit can be full even when your stomach is empty. 1. Depth AH Keynote w/SML Strtgies 17
The Two Hungers In Africa, they say there are two hungers, the lesser hunger and the greater hunger. • The lesser hunger is for the things that sustain life, the goods, and services, and the money to pay for them, which we all need. • The greater hunger is for the answer to the question ‘why’, for some understanding of what life is for. Handy 1997 1. Depth AH Keynote w/SML Strtgies 18
Product Integrity Clif Bar’s Philosophy of Sustainability Sustaining… • our brands • our company • our people • our community • our planet 1. Depth AH Keynote w/SML Strtgies 19
Standards and Sustainability Learning Achievement Testing NOT Testing Achievement Learning Hargreaves & Fink, 2006 1. Depth AH Keynote w/SML Strtgies 20
The four pillars of learning 1. Learning to know 2. Learning to do 3. Learning to be 4. Learning to live together UNESCO 1996 1. Depth AH Keynote w/SML Strtgies 21
The four pillars of learning 1. Learning to know 2. Learning to do 3. Learning to be 4. Learning to live together UNESCO 1996 5. Learning to live sustainably Hargreaves & Fink, 2006 1. Depth AH Keynote w/SML Strtgies 22
Basics Old basics • Literacy • Numeracy • Obedience • Punctuality 1. Depth New basics • Multiliteracy • Creativity • Communication • IT • Teamwork • Lifelong Learning • Adaptation & Change • Environmental Responsibility AH Keynote w/SML Strtgies 23
Slow Knowing The unconscious realms of the human mind will successfully accomplish a number of important tasks if they are given the time. They will learn patterns of a degree of subtlety which normal consciousness cannot even see; make sense out of situations that are too complex to analyze; and get to the bottom of certain difficult issues much more successfully than the questing intellect. Claxton 1997 1. Depth AH Keynote w/SML Strtgies 24
What does the doctor reply? 1. Depth AH Keynote w/SML Strtgies 25
Activity 1. Depth AH Keynote w/SML Strtgies 26
Slow forms of knowing • are tolerant of the faint, fleeting, marginal and ambiguous • like to dwell on details that do not fit or immediately make sense • are relaxed, leisurely and playful • are willing to explore without knowing what they are looking for • see ignorance and confusion as the ground from which understanding may spring • are receptive rather than proactive • are happy to relinquish the sense of control over the directions the mind spontaneously takes • treat seriously ideas that come ‘out of the blue’ Claxton, 1997 1. Depth AH Keynote w/SML Strtgies 27
Slow schooling • • • starts formal learning later reduces testing increases curriculum flexibility emphasizes enjoyment doesn’t hurry the child rehabilitates play alongside purpose Honore, 2004 1. Depth AH Keynote w/SML Strtgies 28
Leaders of Sustaining Learning • • • • Passionately advocate and defend deep learning for all students Combine and commit to old and new basics Put learning, before achievement, before testing Make learning the paramount priority Become more knowledgeable about learning Make learning transparent Be omnipresent witnesses to learning Practise evidence-informed, inquiry-based leadership Promote assessment for learning Engage students in decisions about their learning Involve parents in their children’s learning Model effective adult learning Create the emotional conditions for learning Hargreaves & Fink, 2006 1. Depth AH Keynote w/SML Strtgies 29
Principle 2: Endurance Sustainable leadership lasts. It preserves and advances the most valuable aspects of learning and life over time, year upon year, from one leader to the next. AH Keynote w/SML Strtgies 30
Endurance • It is a common defect in men not to consider in good weather the possibility of a tempest Machiavelli, 1532 • All leaders, no matter how charismatic or visionary, eventually die Collins & Porras, 1994 • Few things succeed less than leadership succession Hargreaves & Fink, 2006 2. Endurance AH Keynote w/SML Strtgies 31
Approaches to succession The public sector… The private sector… • Passively lets candidates emerge • Focuses on the short term • Handles succession informally • Actively recruits and encourages potential leaders • Takes the long view • Manages succession more formally 2. Endurance AH Keynote w/SML Strtgies Continued… 32
Approaches to succession The public sector… The private sector… • Seeks replacement for existing roles • Defines future leadership skills and aptitudes • Emphasises flexibility and lifelong learning in the face of changing needs • Selects in relation to current competencies • Views succession planning as a cost 2. Endurance • Views succession planning as an asset AH Keynote w/SML Strtgies 33
Four Issues in Succession 1. 2. 3. 4. Succession Planning Succession Management Succession Duration & Frequency Succession and the Self 2. Endurance AH Keynote w/SML Strtgies 34
Succession Planning Patterns Continuity Discontinuity Planned (purposeful) Planned Continuity Planned Discontinuity Unplanned Continuity Unplanned Discontinuity (accidental/ unintentional) Hargreaves & Fink 2006 2. Endurance AH Keynote w/SML Strtgies 35
Good succession plans • Are prepared long before the leader’s anticipated departure or even from the outset of their appointment • Give other people proper time to prepare • Are incorporated in all school improvement plans • Are the responsibility of many, rather than the prerogative of lone leaders who tend to want to clone themselves • Are based on a clear diagnosis of the school’s existing stage of development and future needs for improvement • Are transparently linked to clearly defined leadership standards and competencies that are needed for the next phase of improvement 2. Endurance AH Keynote w/SML Strtgies 36
Successful Succession Management • Distributes leadership effectively • Builds strong professional communities • Deepens and broadens the pools of leadership talent • Establishes leadership development schools • Stresses future leadership competencies • Supports and sponsors aspiring school leaders • Replaces charismatic leadership with inspirational leadership • Plans early for the incumbent leader’s exit • Moderates and monitors leadership succession frequency 2. Endurance AH Keynote w/SML Strtgies 37
Three Cultures of Teaching • Veteran dominated – serves experienced teacher interests – feels exclusionary – offers few leadership opportunities • Novice orientated – surrounded by fellow novices – feels inclusive – driven by enthusiasm rather than expertise • Blended – provides mentoring – offers leadership – reciprocal learning Johnson et al, 2004 2. Endurance AH Keynote w/SML Strtgies 38
Sound succession, strong selves, through • Availability of counselling and coaching for exiting leaders • Quick, clear and open communication of reasons for departure • Acceptance of emotional confusion and vulnerability • Celebration of the leader’s contributions • Recognition that succession is subject to the four stages of grief – denial, awakening, reflection and execution • Confrontation of the Messiah and Rebecca myths • Prepares oneself and others early for the possibility of succession Hargreaves & Fink, 2006 2. Endurance AH Keynote w/SML Strtgies 39
Principle 3: Breadth Sustainable leadership spreads. It sustains as well as depends on the leadership of others AH Keynote w/SML Strtgies 40
Culture and Contract Regimes - CONTRACT + Corrosive Individualism = Collaborative Cultures Professional Learning Communities Performance Training Sects CULTURE - Permissive Individualism + Contrived Collegiality 3. Breadth AH Keynote w/SML Strtgies 41
Professional learning community Learning & teaching focus Collaboration Achievement and Engagement Learning, reflection & review 3. Breadth Use of evidence AH Keynote w/SML Strtgies 42
3. Breadth AH Keynote w/SML Strtgies 43
Professional learning communities aren’t… X Merely convivial and congenial – they are demanding and critical X Just a collection of stilted teams looking at data together X Obsessed with scores and results, instead of depth of learning X Forced and imposed, they are facilitated and supported X Ways to hijack teachers to carry out administrative agendas 3. Breadth AH Keynote w/SML Strtgies 44
Communities and Sects Professional learning communities Performance training sects • Transform knowledge • Shared enquiry • Evidence informed • Situated certainty • Transfer knowledge • Imposed requirements • Results driven • False certainty 3. Breadth AH Keynote w/SML Strtgies Continued… 45
Communities and Sects Professional learning communities Performance training sects • Local solutions • Standardised scripts • Deference to authority • Intensive training • Joint responsibility • Continuous learning • Communities of practice 3. Breadth • Sects of performance AH Keynote w/SML Strtgies 46
Relationships It’s hard to eat something you’ve had a relationship with Hargreaves & Fullan, 1998 3. Breadth AH Keynote w/SML Strtgies 47
Distributed leadership sees leadership practice as a product of the interaction of school leaders, followers and their situation. • Leadership practice involves multiple individuals within and outside formal leadership positions • Leadership practice is not done to followers. Followers are themselves part of leadership practice. • It is not the actions of individuals, but the interactions among them that matter most in leadership practice. Spillane, 2005 3. Breadth AH Keynote w/SML Strtgies 48
Raising the temperature of distributed leadership Too hot Anarchy Assertive distribution Emergent distribution Guided distribution Progressive delegation Traditional delegation Too cold 3. Breadth Autocracy AH Keynote w/SML Strtgies 49
Principle 4: Justice Sustainable leadership does no harm to and actively improves the surrounding environment by finding ways to share knowledge and resources with neighboring schools and the local communities. AH Keynote w/SML Strtgies 50
Sustainability and Social Justice ü do not steal your neighbour’s capacity ü use multiple indicators of accountability ü emphasize collective accountability ü coach a less successful partner school ü make a definable contribution to the community your school is in ü pair with a school in a different social or natural environment ü collaborate with your competitors 4. Justice AH Keynote w/SML Strtgies 51
Responsible leadership Mutual relationships among the domains of ethical responsibility Starratt, 2005 4. Justice AH Keynote w/SML Strtgies 52
Principle 5: Diversity Sustainable leadership promotes cohesive diversity and avoids aligned standardization of policy, curriculum, assessment, and staff development and training in teaching and learning. It fosters and learns from diversity and creates cohesion and networking among its richly varying components. AH Keynote w/SML Strtgies 53
Differences You learn more from people who are different from you, than ones who are the same Hargreaves & Fullan, 1998 5. Diversity AH Keynote w/SML Strtgies 54
Effective organizations are characterized by: • A framework of common and enduring values, goals and purposes • Possession and development of variability or diversity in skills, talents and identities • Processes that promote interaction and cross-pollination of ideas and influences across this variability • Permeability to outside influences • Emergence of new ideas, structures, and processes as diverse elements interconnect and new ones intrude from the outside • Flexibility and adaptability in response to environmental change • Resilience in the face of and in response to threats and adversity 5. Diversity AH Keynote w/SML Strtgies 55
Networked learning communities • Enable and encourage schools to share and transfer the considerable knowledge already in existence that can help children learn better. Individual schools have limited knowledge, but collectively they have almost as much as they need. • Stimulate the professional fulfilment and motivation that comes from learning and interacting with colleagues in ways that help teachers be more effective with their own students. 5. Diversity AH Keynote w/SML Strtgies Continued… 56
Networked learning communities • Capitalize on positive diversity across teachers and schools who serve different kinds of students, or who vary in how they respond to them, rather than maintaining the negative diversity of cut-throat competition that prevents mutual learning and assistance, or than denying diversity altogether through imposition of standardized solutions. • Provide teachers and others with opportunities for lateral leadership of people, programs and problem-solving beyond one’s own school setting. 5. Diversity AH Keynote w/SML Strtgies Continued… 57
Other advantages • they provide opportunities to draw on and develop evidence-informed, research-derived practice • they promote innovation and its dissemination across large groups of interested schools • they give teachers more of a voice in professional and school-based decisionmaking 5. Diversity AH Keynote w/SML Strtgies Continued… 58
Other advantages • they help personalize every school as a learning community, enabling them to adopt emergent solutions to their own needs, that are diffused and made available throughout the network, instead of being subjected to overly prescribed programmes. • they are flexible and resilient in the face of crises or misdirected system initiatives that turn out to be unsuccessful – allowing new learning and fresh solutions to emerge and fill the gap that the false starts and failures have left behind. Jackson, 2006 5. Diversity AH Keynote w/SML Strtgies 59
Network risks • • Restricted to enthusiasts Shared delusions Self-indulgent Limited scale Unaccountable Over-regulation Over-participation 5. Diversity AH Keynote w/SML Strtgies 60
Strong networks have… • • • Strong branding, definite products Clear moral purpose Clarity, focus, discipline Evidence informed substance Accessibility in real and chosen time Hacker ethic Embedded in altered structures Support from lateral leadership PLCs as nodes 5. Diversity AH Keynote w/SML Strtgies 61
Networking and interaction • Paired schools • University-school partnerships • Internet communities • Families of schools • Collaborative accountability • Professional networks 5. Diversity AH Keynote w/SML Strtgies 62
Short-term strategies • • • Exam strategies Revision sessions Tutoring Recognition of achievements Pupil-teacher conferences Bananas and water 5. Diversity AH Keynote w/SML Strtgies 63
Medium-term strategies • Teacher mentor programs • SAM technology • Data-driven assessment for targeted instruction • Training days 5. Diversity AH Keynote w/SML Strtgies 64
Long-term strategies • • Restructuring Student voice Continuous improvement Teaching and learning 5. Diversity AH Keynote w/SML Strtgies 65
Principle 6: Resourcefulness Sustainable leadership develops and does not deplete material and human resources. It renews people’s energy. Sustainable leadership is prudent and resourceful leadership that wastes neither its money nor its people. AH Keynote w/SML Strtgies 66
Two theories of energy Energy Entropy Exchange Restraint Renewal 6. Resourcefulness AH Keynote w/SML Strtgies 67
Four Forms of Energy Renewal 1. 2. 3. 4. Physical Renewal Emotional Renewal Intellectual Renewal Spiritual Renewal Loehr & Schwartz 6. Resourcefulness AH Keynote w/SML Strtgies 68
Energy restraint • • • No achievement without investment Shared targets, not imposed ones Slow leading, slow learning Time Political continuity and stability 6. Resourcefulness AH Keynote w/SML Strtgies 69
Three Sources of Renewal Trust Confidence 6. Resourcefulness Positive emotion AH Keynote w/SML Strtgies 70
Three forms of trust & betrayal Communication Contract Competence Hargreaves, 2002 6. Resourcefulness AH Keynote w/SML Strtgies 71
Trust involves • • • reliability and predictability reaching shared understanding assumptions of good faith trusting yourself as well as others trusting processes as well as people 6. Resourcefulness AH Keynote w/SML Strtgies 72
Betrayal involves • loss of trust or absence of trust • spectacular breakdowns of trust • small, accumulated breaches of trust 6. Resourcefulness AH Keynote w/SML Strtgies 73
Page 76 Contractual trust ü ü ü meeting obligations completing contracts keeping promises 6. Resourcefulness AH Keynote w/SML Strtgies 74
…and Betrayal X not pulling one’s weight X poor work-rate or effort X teaching the same thing X clockwatching X complaining without commitment X self-servingness 6. Resourcefulness AH Keynote w/SML Strtgies 75
Competence Trust ü trust own & others’ capability ü effective delegation ü providing professional growth & development 6. Resourcefulness AH Keynote w/SML Strtgies 76
…and Betrayal X constant criticism/dissatisfaction with others X martyrdom/inability to delegate X abandon people when faults first appear X recruitment and retention problems X micromanagement, scripting, standardization 6. Resourcefulness AH Keynote w/SML Strtgies 77
Communication Trust ü clear, high-quality, open and frequent communication ü sharing information, admitting mistakes ü telling the truth, keeping confidences 6. Resourcefulness AH Keynote w/SML Strtgies 78
…and Betrayal X malicious / mischievous gossiping X public shaming / humiliation in front of: colleagues superiors students X miscommunication/misunderstanding X self-servingness 6. Resourcefulness AH Keynote w/SML Strtgies 79
Conclusion Many problems that we treat as being a result of other people’s contract or competence betrayal, are actually a result of their or our communication problems. In other words… Competence failures or contractual failures are often really communication failures. 6. Resourcefulness AH Keynote w/SML Strtgies 80
Page 83 Principle 7: Conservation Sustainable leadership respects and builds on the past in its quest to create a better future. AH Keynote w/SML Strtgies 81
Modes of organisational forgetting New Knowledge Accidental Purposeful Established Knowledge Failure to consolidate DISSIPATION Failure to maintain DEGRADATION Abandoned innovation SUSPENSIO N Managed unlearning PURGING De. Holan & Phillips, 2004 7. Conservation AH Keynote w/SML Strtgies 82
The Past, Present & Future of Change ü Acknowledge the past. Preserve the best. Learn from the rest. ü Wildness, diversity and disorder have value. ü The past is not pure. Do not romanticize it. ü The past has no Golden Age to which we should return. ü We view the past differently. We must therefore interpret it together. ü When we dismiss or demean the past, we fuel defensive nostalgia among its bearers. 7. Conservation AH Keynote w/SML Strtgies 83
Creative Recombination for Renewal From: Firing and rehiring To: Redeploying the talent companies already have Developing new communications Plugging into & reinventing existing social networks Inventing new values Reviving and renewing existing values Re-engineering new processes Salvaging existing good Processes Complete restructuring Reworking and rebuilding existing structures Abrahamson, 2004 7. Conservation AH Keynote w/SML Strtgies 84
Stop, Start, Continue… STOP START What is less valuable What is more valuable CONTINUE SUBVERT What remains highly valuable What is formally required but threatens what is valuable 7. Conservation AH Keynote w/SML Strtgies 85
Conserving the past through… • Retreats that renew the vision • Audits of the organization’s memories of analogous change • Asset inventories of existing experience and knowledge • Organizational abandonment meetings • Appointments made mid-term to cultivate learning of the culture • Storytelling to pass on wisdom • Mentoring that runs in both directions • Good written records • Creation of blended professional cultures • Creative recombination, not repetitive change 7. Conservation AH Keynote w/SML Strtgies 86
The Long & Short of Educational Change AH Keynote w/SML Strtgies 87
RATL A Network of Over 300 Underachieving Secondary “Schools Helping Schools” An Invitational Process to Three Annual Cohorts A “No Strings Attached” Stipend of 9, 000 pounds per annum Conferences Expert Analysis of School Achievement Data Mentor Schools and Consultant Heads Data-Informed Reflection and Decision Making A Menu of Short, Medium, and Long-term Strategies A Web Portal with a Chat Room and Discussion Forum AH Keynote w/SML Strtgies 88
Research Design Individual and focus group interviews with school heads, teachers, and policy makers Conference attendance, site visits to schools, and ethnographic observations of instruction Review of pupil achievement data Analysis of RATL’s web portal Targeted interviews of heads in the top and bottom quartiles AH Keynote w/SML Strtgies 89
AH Keynote w/SML Strtgies 90
The Failures Car Park … there was a bit of a joke that we’re going to have our wrists slapped because we didn’t do terribly well, and we met a whole lot of other headteachers who we knew who said, “well, you’re in the failures car park, ” you know, those sorts of things. AH Keynote w/SML Strtgies 91
Achievement Gains 63. 2% of Cohort A Schools (141 of 224) maintained or improved GCSE results from 2003 to 2004 --an increase of 2. 4% in contrast to. 8% among all secondary schools 82% of Cohort B Schools (86 of 105) maintained or improved GCSE results from 2004 to 2005 --an increase of 5. 4% in contrast to 2. 9% among all secondary schools 73% of Cohort A Schools (173 of 224) maintained or improved their performance from 2003 to 2005 --an increase of 4. 7% compared to 3. 7% among all secondary schools AH Keynote w/SML Strtgies 92
What about the schools without gains? Leadership transitions Leadership instability Leadership isolation No prior networking experience AH Keynote w/SML Strtgies 93
Short-Term Strategies Providing students with test-taking strategies Offering revision sessions after school and on weekends Creating tutoring opportunities with peer and subject specialists Celebrating student accomplishments Implementing supplementary materials using ICT Initiating parent-teacher conferences Providing nutrients before exams AH Keynote w/SML Strtgies 94
Medium-Term Strategies Teacher mentor programs to assist struggling or coasting colleagues to improve instruction SAM technology learning program to track and encourage pupil homework on challenging curricula Data-informed assessment to target specific groups of pupil for further study and customized interventions School training days to enhance awareness of new approaches to raise achievement and transforming learning AH Keynote w/SML Strtgies 95
Long-Term Strategies Organizational restructuring of a school’s leadership team Increasing student voice through Learning to Learn Emphasizing continuing assessment and improvement Building professional learning communities that continuously review upon and revise instruction Developing new strategies for creating local capacity that include parents and other community constituencies AH Keynote w/SML Strtgies 96
The Long and Short of Change Hargreaves and Fink’s Proposition The urgency of targets is inversely related to the degree of power held by those responsible for implementing them. AH Keynote w/SML Strtgies 97
– + SHORT LONG cynical, evasive, opportunistic unaccountable urgent, enduring, confidence-boosting sustainable AH Keynote w/SML Strtgies 98
SHORT LONG Government-imposed – UN Millenium Goals short-term achievement targets + shared targets, authentic transformations quick “wins” In practices and beliefs AH Keynote w/SML Strtgies 99
Negative Longs • Long-term targets, such as Millenium Goals, that are evasions of political and corporate responsibility • Mission and vision building processes that do not survive the leaders who initiated them • Long-range plans that are soon made obsolete by unanticipated events AH Keynote w/SML Strtgies 100
Negative Shorts Targets that are • Imposed upon the powerless • Do not engage those responsible for reaching them • Are politically convenient and arbitrary • Are imposed in cultures of distrust and fear AH Keynote w/SML Strtgies 101
Positive Shorts • Also demand changed behavior among the powerful • Are collectively shared • Are inspired by cultures of trust and hope • Build confidence to persevere with longer term struggles AH Keynote w/SML Strtgies 102
Positive Longs • Promote and depend on patience, discipline and perseverance • Inspire people to see beyond the present • Symbolically guide and articulate short -term measures AH Keynote w/SML Strtgies 103
Happiness Comes from • Choice, but not too much • Control over one’s own destiny • Achievement of purposes along the way Jonathan Haidt, The Happiness Hypothesis AH Keynote w/SML Strtgies 104
Sustainable Leadership AH Keynote w/SML Strtgies 105
Thank you AH Keynote w/SML Strtgies 106
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