Edu-Leadership

Pilot Performance

"In Command"

Pilot Performance - "In Command" was originally featured in The CEO Refresher and is reprinted with permission.

The series of articles on Pilot Performance explores a metaphor for business leadership based on techniques in aviation and the performance of pilots. The metaphor of executing with skill and precision in “turbulence” seems particularly relevant within the challenging environment we face in business and organizations today.

It also speaks to the challenging environment we face in education.

The concept of pilot-in-command conveys the essence of the ultimate and singular sense of responsibility, stewardship, and accountability of personal performance. It’s a powerful expression of just what makes the difference and it is particularly relevant to business leadership.

The concept of pilot-in-command conveys the essence of the ultimate and singular sense of responsibility, stewardship, and accountability for student achievement and educational success for children. President George W. Bush's No Child Left Behind Act (H.R. 1) thrusts accountability for student achievement to the forefront of the American agenda. It’s a powerful expression of just what is needed to make the difference in the lives of our youth through greater accountability, state and district flexibility, local control, parent choice, and greater funding and spending flexibility.

The pilot-in-command of an aircraft is subject to a multitude of regulations and controls governing almost every aspect of flight preparation, planning and execution. At every turn the pilot-in-command is regulated, monitored, and vectored with a clear expectation of total knowledge, understanding, and compliance to each and every rule in the book. One false move - in terms of the adherence to regulations - and you’re busted. But there is a significant difference.

The pilot-in-command of an aircraft is by law, regulation, and practice, directly and personally responsible for, and is the final authority as to, the operation and safety of the aircraft and the well being of the community of people on board. That’s a mouthful to say but an awful lot more to live up to. Being the ultimate and final authority is - non delegable (period.) It is this sense of personal accountability that is at the heart of being - in command.

Like the pilot-in-command of an aircraft subject to a multitude of regulations and controls to ensure not only the safety of the aircraft, but the well being of the people on board, education too has a serious and intense responsibility to provide children with safe schools while also fully developing the intellectual capabilities of each child. This ensures not only the well being of the children involved, but also the well being of our nation. The new accountability model holds educators responsible for student achievement in the areas of reading and math in grades 3 through 8. Rigorous testing, school report cards, measures to close the achievement gap, and disaggregated school data, not unlike the rules and regulations that ensure successful aircraft flight, ensures consistency, standards, and hope to a system that has long ago reached its peak in its ability to provide all students with a powerful education.

Accountability for student achievement. It's an awful lot to live up to. Being the ultimate and final authority is - non delegable (period.) It is this sense of personal accountability that is at the heart of being - in command.

The entire set of regulations and controls are designed to improve the safety of flight and minimize the risks of collision or disaster. Pilots know and usually appreciate that. Aviation is a field of endeavour where the consequences of failure are significant to say the least. Any control designed to reduce the risk of death can be appreciated, especially by those charged with the ultimate responsibility for safety.

But unlike the appreciation that pilots show for the set of regulations and controls that are designed to ensure successful flight, educators often resent the inherent control that accountability brings to the classroom. They often refer to it as 'teaching to the test' and fear facing the failure that measurable standards may ultimately unveil. Like the failure that a pilot faces when refusing to adhere to standards and regulations, the potential collisions, disaster, and inevitable death, children face a lifetime of disaster when inadequately prepared and educated for their future. Any control designed to reduce the risk of failure should be appreciated, especially by those charged with the ultimate responsibility for helping children build a useful and meaningful future.

The pilot-in-command has a critical responsibility that goes well beyond compliance to rules and regulations. As the final authority the pilot-in-command has the personal responsibility to break every rule in the book, if that is what is necessary to ensure the safety and survival of the aircraft, crew, and passengers. This expression of the essence of command would only be visible in emergency situations, where decisive action is required to effectively meet that emergency. In-command does mean - final authority, and all the regulations, controls and systems are merely ancillary supporting tools.

The controlling systems, in spite of the very best of intentions and designs, can often fail to ensure flawless execution. The pilot-in-command must exercise his or her final authority to ensure total system performance. And if the risks of system ineffectiveness increase with instability and turbulence in the environment, the competence, experience, and training of your pilots-in-command will make all the more difference between your success and failure - or if you’re in an aircraft - the difference between a smooth landing or a ‘controlled flight into terrain.’

As the final authority the pilot-in-command has the personal responsibility to break every rule in the book, if that is what is necessary to ensure the safety and survival of the aircraft, crew, and passengers. A good teacher understands what this means in relation to the classroom. It means changing instructional strategies when what is being done isn't working. And if children are failing, the instruction isn't working--period. It means putting the success of the child before the comfort level of the teacher--that what is easiest for the teacher isn't always best for the child. It means that if children are expected to learn and grow, then educators should be expected to learn and grow too. In-command does mean - final authority, and all the regulations, controls and systems, and in the case of education, items such as standards, testing, and the accountability model, are merely ancillary supporting tools, tools which support good instruction, good teaching practices, and a quality education system.

'In command' is this sense of personal responsibility, stewardship, authority, and accountability for performance. It’s the right stuff, and it makes all the difference in the world.

'In command' is this sense of personal responsibility, stewardship, authority, and accountability for student achievement. It’s the right stuff, and it will make all the difference in the world. “Accountability is an exercise in hope. When we raise academic standards, children raise their academic sights. When children are regularly tested, teachers know where and how to improve. When scores are known to parents, parents are empowered to push for change. When accountability for our schools is real, the results for our children are real.” - President George W. Bush, August 1, 2001.

Henry K. and Bettina