Hatching Change
One of the things I am always saying is that I do not like the words, “buy-in.” It has been my experience that if you have to go get buy-in for some new initiative or change, you have already failed. Done correctly, the buy-in should happen organically as the change or initiative is being planned. As Ken Blanchard said in Simple Truth #22, “People Who Plan The Battle Rarely Battle The Plan” of Simple Truths of Leadership: 52 Ways To Be A Servant Leader and Build Trust, Making Common Sense Common Practice by Ken Blanchard and Randy Conley, “…people have a hard time getting behind an organizational change effort they have had no part in creating” (p. 61). That’s why I am such a believer in the Vantage Points Model (MG Taylor Corporation). The Vantage Point Model reminds us that we should gather as many stakeholders from different points of view as possible (philosophy, culture, policy, strategy, tactics, logistics, and tasks). Blanchard went on to tell us that, “When they [people] can play a part in implementing the plan and are allowed to express their concerns and contribute their ideas and feedback, they are more likely to align behind the plan and help accomplish it” (p. 61). Thus my point about “buy-in.”
If we have been inclusive during incubation phase of the change process or initiative building, then there should already be buy-in because it was the group’s initiative to start with. If all those with a stake in the change or new initiative have been represented this will get us to a better product in the end. I have witnessed initiatives in schools fail, that were good ideas, because teachers and/or students were left out of the incubation phase. After the hatching the change or initiative I heard, “That was a good idea, but failed because no-one asked the ones (teachers) that would be implementing it. We could have told them to do x, y, and z and it would have worked.” There were so many times when I was a teacher or principal that we had some school process we needed to correct or create and almost every time that we got stuck trying to figure it out, it was the students who would come up with the solution that actually worked.
So next time you need to hatch change, don’t forget to gather representatives from all groups that will be affected by the change.
It All Comes Back To Relationships
I’ve had the honor of spending the past two days in Florida facilitating professional development for teachers. It was so inspiring to work with teachers who were so positive and clear in their purpose for serving scholars. Interestingly, as we come back even better after the pandemic years one theme came out in every one of my sessions: relationships are the key to everything. No matter how tough things are, we have to remember that building the meaningful relationships with students is number one. We have known for a long time that the relationship with a teacher can be critically important to how well students learn. We also know these meaningful relationships are much deeper than social interactions. Great teachers engage with students around their curiosity, their interests, their habits of mind through understanding and approaching material to really be an effective teacher. Research also tells us that the teachers that form these relationships are happier and experience the true joy of teaching.
When I was teaching I actually had the personal mission statement of, “I strive to use rigor, relevance and relationships to be a steward of high student achievement.” I blogged about that in Drumming Up Relationships. We must learn our students and connect with them on a real level, showing respect for their culture and affirming their worthiness to receive the best education possible. Our relationships with students matter more than we might ever know. Our abilities to show empathy and compassion are crucial. We must also continually hone our skills at practicing perspective-taking: actively imagining how a student might perceive or be affected by a situation. This can help us reduce bias and deepen our relationships with students. With deeper relationships comes trust, and with trust comes more engagement in learning.
Wanna Into Gonna
As I was flying home from facilitating a leadership professional development gathering yesterday I noticed what was written on the Southwest Airlines napkin. The Southwest business model has always been intriguing to me and I was struck by what was on the napkin, “In 1971, a triangle scribbled on a napkin transformed a dream into an airline and a wanna into a gonna.” I love the thought of a wanna becoming a gonna. This is also a reminder that it takes action to make dreams realities. We also, can’t do it all ourselves.
Whether it is making the plan visible and real on a napkin or just getting to work, the point is we have to start somewhere. There is a whole lot to what Herb Kelleher had to do to get Southwest Airlines off the ground (pun intended). I’ll let you do all the reading on that, but the point is we need to plan out turning our wanna into gonna. Also, remember, in this age of crediting everything to rugged individualism, no-one accomplishes things by themselves. We all need someone that provides us with the assist. It is very disingenuous to tell our kids that if they just work hard they will succeed. That is simply not true. It is an important part, for sure, but not the end-all-be-all. We all need those that provide us with privilege for accomplishing our dreams. Yes, Kelleher had tenacity and stuck with it, but he had people all around him, including his employees who he cared for deeply helping him get it done.
What dream triangle do you need to scribble on a napkin, and who can help you turn your wanna into a gonna?
What Does Success Look Like?
“They’re not sure how to please their boss, how to behave around their teammates, or what a good job looks like” (Blanchard & Conley, 2022, p. 39). Ever been there? I’ll bet many of you reading this have experienced this. Or, after listening to a leader pontificate about all her great values have someone lean over to you and say, “All talk! She doesn’t actually do or live out any of that.” I have experienced this all first hand and it’s not a good place to be. We all need and deserve to know what the expectations are and what success looks like. In fact, that is one of my favorite questions to ask: “What does success look like?” And, as we work shoulder to shoulder with those we serve, we need to model the expectations. As a teacher, principal, and superintendent I always said, and still do, that our students will live up to our expectations – so, let’s set them high and model them.
Then in Simple Truth #13, “You Get From People What You Expect”, in Simple Truths of Leadership: 52 Ways To Be A Servant Leader and Build Trust, Making Common Sense Common Practice by Ken Blanchard and Randy Conley reminded us that expectations are so much more than words. We were also reminded that “You must walk your talk, or your words are meaningless” (p. 39). This really resonated with me as I have always been such a believer in modeling by walking the talk and walking the walk. In fact I have a picture in my office of penguins walking the talk. I used it as the feature photo of the blog post Walking The Talk! and am using it again for this post because it means so much to me and is such an important reminder. We need to paint a very clear picture for all those we serve, by walking the talk, of what success looks like.
Where Do We Put The First Brick?
During our final session of the National Association of State Boards of Education (NASBE) 2022 Legislative Conference, Scott Palmer of the Education Counsel, told the story that his grandfather said he could build a bridge if someone told him where to place the first brick. Then, he asked the panel he was moderating to tell where they would place the first brick as we continue recovery from COVID and redesign education. For me, this is about stopping the throwing of bricks at each other. Let’s have the difficult conversations and get it figured out for our scholars.
We all need to be rethinking what the opportunity to learn means. My first metaphorical brick, however, is that we need to find every child. Now, in our 514th day of the Global Pandemic, we have many students that have become anonymous. We need to find every child and make sure we are giving them the opportunity to learn. Then we need to take an integrated systems approach to:
- integrate all outside experiences the scholars have.
- we need to rethink the time and place of learning.
- we need to consider the time and place of learning.
- we need to consider the different paradigms for opportunities to learn.
- we need to provide critical experiences for all our students.
- we need to take into account the ecology of a young person’s experiences;
- all the adults that students experience and interact with.
- the other students in their lives.
- the extracurricular and other activities outside the traditional school day.
I continue to say that school is no longer just a place. We need to shift the system to meet the needs of every kid, not have the kids shift to meet the needs of the system.
I’ll leave you with this thought: Whatever we want to be true for our students has to be true for their teachers, including experiencing safety, belonging, and purpose in the community of school.
What Is The Point Of A Theory?
Recently, I heard someone say, “What is the point of a theory if no one is going to test it.” It was a great point because that is the point of a theory. A theory is a special language that explains and helps us understand some phenomenon, for example, learning, motivation, or administration (Tosi, 2009). The major function of a theory is to describe and explain – in fact, theory is a general explanation, which often leads to basic principles. This has really got me to thinking that so many times we leave the important part of creating a theory when trying to solve some issue. It is why developing a theory of action is so important.
I love the idea of heuristic learning and strive to create environments in my work facilitating professional development for that kind of learning to occur. Heuristic learning is the ability to discover for oneself while doing something. Therefore, a theory is heuristic because it stimulates and guides the further development of knowledge. We all use theories to guide our actions. Some are implicit, and others are explicit; in fact, many of our personal implicit theories are formal ones that have been internalized Hoy & Adams 2016). I believe that if we want coherence and accountability we must start with a theory of action and then test it. We can start by asking, “What is the challenge you are trying to solve?”
REFERENCES
Tosi, H.L. (2009). Theories of organization. Thousand Oaks, CA: Sage.
Hoy W. K. & Adams C. M. (2016). Quantitative Research in Education – A Primer. Thousand Oaks, CA: Sage.
Challenging Assumptions With Lateral Thinking
In the great book The Martian, Andy Weir uses the term “lateral thinking” to describe what NASA was doing a lot of to keep astronaut Mark Watney alive and bring him home from Mars. It won’t surprise anyone who knows me that I love lateral thinking. Lateral thinking is a tool used worldwide, knowingly/unknowingly by many individuals for a creative output/product. Psychologist Dr. Edward de Bono originated the term lateral thinking and is a proponent of the teaching of thinking as a subject in schools. Imagine that – teaching students to think. Lateral thinking processes provide guidance for thinking out of the box, thinking and creating something that has never been thought of. Just what was needed for Mark Watney’s success return to home in the novel and the real life return home of Apollo 13.
” Intelligence is something we are born with. Thinking is a skill that must be learned.”
~ Dr. Edward de Bono
Lateral thinking looks at things from a sideways perspective in order to find answers that aren’t immediately apparent. In other words, being able to think creatively or “outside the box” in order to solve a problem. Lateral thinking is very situational. Lateral thinking leads to changes in attitude and approach; to looking in a different way at things which have always been looked at in the same way. Liberation from old ideas and the stimulation of new ones are twin aspects of lateral thinking.
With lateral thinking we challenge assumptions and generate alternatives – what many call “out of the box thinking.” I didn’t even know there was a box! This is why I am such a believer in using real world and relevant contexts when facilitating learning. Notice I didn’t say teaching. When students are in a productive struggle working out a real world problem or issue, they are learning to learn and think and be creative. Whether we serve adults or young scholars we need facilitate learning that hones their ability to develop original answers to difficult questions. Why is this so important? Because in our world today, traditional solutions are unlikely to get the desired result. We all remember that failure was not an option on Apollo 13. How was failure averted? The “voyage and return” lateral thinking.
Discretion
I did a Bingo card strengths/talents/values activity during a leadership development gathering this week with the great leaders I get to work with at Hamilton Heights School Corporation focused on building highly effective teams. The focus was on both being a great team member as well as being a great team leader. Filling out the Bingo card starts as an individual activity, but also has some time allowed for discussing getting to exactly the right words and helping each other find the right words. I always do this activity right along with the groups and my Bingo card is the featured photo of this post. This group was really into getting the right words to describe their strengths, talents, skills and values. This group’s discussion inspired me to think deeper about those traits as well.
It always seems that in the days after doing this activity I come across an intriguing word that I would maybe like to add. Today, while reading the incredible book The Body Scout by Lincoln Michel I read the line, “Do you know what the most important trait we look for in a great baseball scout? Discretion!” I have paraphrased a little here, but discretion is an interesting trait. Check out the definition:
I love the dual definition that discretion has. Discretion is something we should have as a great leader and team member. And, it is something we should give as a great leader. It is so important for us to use discretion when working with others. Great leaders are required to extensively exercise discretion to address the issues they face. Discretion must be used in the current context. Discretion is a behavior that involves using our core values. The sniff test I use is asking the question, “Is this my story to tell?” Guess what? Most of the time it is not. That helps me use discretion.
Additionally, as a leader whose mantra is “make it so” we must be ready to give discretion to those we serve. That also means we must have those we serve developed with the technical skills to effectively use that discretion. This really made me think about those times when I’ve been told, “Byron, use your discretion.” I don’t know about you, but that makes me feel really good! Think about how that makes others feel when you say it. As a teacher, it also gave my students incredible agency, gave them tremendous empowerment, and engaged them.
So, I encourage you to use discretion! It really is an important trait. But remember, great leaders do not use their discretionary freedom for personal rather than organizational benefit. With discretion comes the ‘do the right thing’ distinction and we must be aware of the importance of choice and vision. At the same time once a choice is made it’s critical that ‘things are done well’. In other words, the choice made is executed well, and others on the team are given discretion, thus engaging everyone in the delivery.
Serving Instead Of Putting On A Show
So, let’s see here; if we are constantly looking up to make sure our boss is seeing and approving of us or bragging about what we’ve done, we’re probably paying less attention to the people we’re now leading or worse yet, our customers. If your organization follows a traditional hierarchy, which most unfortunately still seem too, attention will naturally shift up — be directed up the hierarchy. Ever been a part of an organization where there always seem to be the favorites, you must make sure those high on the hierarchy are hearing every great thing you do, or having to make sure you’ve bragged on those high on the hierarchy? It’s not a good place to be.
In Simple Truth #3, Servant Leaders Turn The Traditional Pyramid Upside Down, in Simple Truths of Leadership: 52 Ways To Be A Servant Leader and Build Trust, Making Common Sense Common Practice we are told by Ken Blanchard and Randy Conley that great leaders turn the hierarchy over and make those closest to the customer the top of the organizational pyramid. For example, in a school, this would put the teachers at the top of the pyramid. In this model, the principal serves the teachers. Let me tell you from experience, this works. What this ultimately does is place the customer (in my example, the student) at the top of our organizations. This really shifts us to an intent-based leadership model where everyone is a leader. Then, everyone is serving.
Turning Talk Into Reality
To go from talk to action is a journey. We better support ourselves and others when we understand what the journey to proficient implementation really entails. Yesterday my son and I were in Screven County, Georgia for an annual event with the Screven County FFA. Last June I had told the agriculture teacher and National FFA Ambassador, Nancy Sell, that I wanted to be a part of the event. We walked the talk and made it happen. Once I got clarity about the exact date, what else would be going on at that time, et cetera, et cetera, et cetera; I was able to say, “Yes, I’ll be there.” Then, there was no backing out. If YOU SAY IT, DO IT! As someone commented yesterday, “We turned the talk into reality.”
How many times do we hear people say, “I’ll be there.” Then, they won’t be, and you knew all along they would not be. Or, even worse, “I’ll take care of this and __________will happen.” Then when it doesn’t you get the, “I’m sorry, so and so said we can’t do that” “Or, I didn’t know…” This really is a case of faking it. Or worse yet, lying. Michael Fullan (2001) called this “false clarity.” False clarity occurs when change is interpreted in an oversimplified way; that is, the proposed change has more to it than people perceive or realize” (p. 77). The problem with false clarity is we know less than we think we do. We can relate this to walking the talk or turning talk into change/action. So many times leaders see talking as doing. The real work begins when the talking ends. Successful teams make decisions that impact behaviors and produce visible results.
Bottom-line here is that successful leaders move through talk to action!
Fullan, M. (2001). The meaning of educational change (3rd ed.). New York: Penguin Group.
Byron's Babbles 
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