Byron's Babbles

Leading With A Touch Of Quirkiness

IMG_6293I finished the awesome book Joyful: The Surprising Power Of Ordinary Things To Create Extraordinary Happiness by Ingrid Fetell Lee yesterday evening. It is such a great book that really opened my eyes as to the ways I am already creating joy and need to continue, and the external environments I need to be creating to give rise to inner joy for both myself and others. Two parts of the book had a big impact on me: the idea of playful design bringing joy and not being bound by convention brings joy. Those that know me very well at all know that these are two things that I put into practice almost every day.

IMG_6480Ingrid Fetell Lee taught us to not feel bound by convention; break the mold and bring joy to the world. I believe it is about being a divergent thinker; the ability to generate novel ideas and conjure up multiple solutions to a problem. This is about being creative and thinking outside the box. This celebrates creativity. I have watched this way of operating bring joy to groups doing the divergent thinking and have felt the joy myself when conjuring up new and exciting ways of doing things. I believe we are very guilty in education right now of promoting the idea of one correct answer. This is really promoting when using high stakes summative tests. I get that at some point there has to be convergence of ideas but I believe we take the joy out of learning by not allowing for enough divergence – both in our educational systems and in the workplace. We tend to reward the students who work hard, like learning, are rule followers, but are not going to break any molds or create anything wowful.

Interestingly, childhood creativity has been shown to have a higher correlation to adulthood success than IQ. So, maybe we should create systems in our organizations and schools that value creative, interesting, and innovative answers, rather than the “right” ones. I also believe this mold-breaking thinking allows us to better question ourselves. This gives us the opportunity to be more comfortable with the idea that what we thought we knew could be wrong. This kind of thinking can position us well in our learning, work, and personal lives.

IMG_6481We were also taught in Joyful that being a little quirky and even bring joy. I proved this yesterday when I emceed our Impact Georgia back to school event. I wore my white linen suite that is a little out of character for me. I must say I was looking pretty fly. The look was just enough different from my usual that I believe it brought joy to others which made me feel joyful as well. I also added to the quirkiness by asking a teacher to come up on stage, and I quote myself here, “Take a selfie of us. Make it look like I am holding the camera.” This was of the things I really learned from the book is that joyfulness can be found in some of the most obscure and little things.

IMG_6484I even think about a couple of weeks ago when we were in Alberta, Canada and went to see the worlds largest dinosaur in Drumheller, Alberta, Canada. It was super quirky, but the quirkiness made it so much fun and it brought so much joy that it keeps bringing joyfulness when we look at the two pictures included in this post.

Go ahead and embrace your quirkiness and celebrate creativity!

 

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Changing The Narrative For Our Students

Yesterday was another powerful day of learning at Harvard University. It started out with Liya Escalera walking us through changing the narrative, valuing the cultural wealth of our underrepresented students in order to achieve equity. Additionally, she taught some great asset-based approaches to leading for student success. The best part was how she had us start this session. She had us reflect on situations in an educational setting that made us feel unwelcome and then reflect on a situation that made us feel welcome. This was a great way to get us in a mode of thinking about changing the narrative for our students. Liya also worked us through asset based communication. Below is a slide that does a great job of showing what our discussion included: IMG_6148Then we spent time digging into family engagement and making families true partners with Stephany Cuevas of Harvard University. We know that students with engaged families:

  • Exhibit faster rates of literacy acquisition
  • Earn higher grades and test scores
  • Enroll in higher level programs
  • Are promoted more and earn more credits
  • Adapt better to school and attend more regularly
  • Have better social skills and behaviors
  • Graduate and go on to higher education

IMG_6149The learning did not stop here. We then spent time with Daren Graves diving into issues of race with intentionality. This was very powerful learning. We discussed how racism can happen without it being intentional. In education we must be diligent in monitoring the areas where we see disparate racial outcomes or impact:

  • Curriculum
  • Groupings
  • Assessment
  • Relationships with students and faculty
  • Relationships with the community
  • Recruitment/Retention

IMG_6157Just like in Thriving Students and Developing & Supporting Our Students: Future Identity Versus No Future Identity here is the top 30 list from our Tuesday learning:

  1. Reflect on a situation in an educational setting that made you feel unwelcome.
  2. Reflect on a situation that made you feel welcome.
  3. Asset-Based versus Deficit-Based Communication
  4. It is a bad habit to not look at all our communication through a critical lens.
  5. What is the problem? The problem is not our students.
  6. Is the problem that our students aren’t post-secondary ready, or that our education system is not student ready?
  7. Cultural competence will not cut it. We need to be highly skilled, not just competent.
  8. We need to make sure all schools are student ready.
  9. Google Translate™ is a good thing, but must be edited, or those reading will feel disrespected.
  10. We need information to go to parents as well as the students.
  11. We need to offer parents parents questions to ask their students.
  12. Our families are collaborators.
  13. We need to have parents presenting to parents.
  14. Have parents talk to each other.
  15. Students need to be thought of as part of a family, and then the family as part of all the practices of the school.
  16. Staff needs to view families as collaborators and partners.
  17. Staff Relationships With Parents + School Knowledge = Family Engagement As Confident Partner
  18. Staff needs to think of themselves as mentors to their parents.
  19. Family engagement is a way of thinking, not a practice.
  20. Family engagement is a value, not just a practice.
  21. There is no gene for race. Science saved the day!
  22. Race is an idea.
  23. Race is not culture.
  24. Race is something that happens, not something we are.
  25. It’s not about doing well in school, it’s about doing school well.
  26. Racism is usually pretty mundane.
  27. A system that confers privilege and produces disparate outcomes on the basis of race.
    1. historically-based systems
    2. actions/beliefs/policies/practices/conceptions
    3. confers visible and unacknowledged privilege
  28. Sometimes we set students up for failure by trying to not set them up for failure.
  29. Start with implicit biases, then move to structural biases.
  30. Racism can happen without anyone intentionally wanting it to happen.

 

Durability of Expectations

IMG_5030In a meeting I was a part of this week we developed a phrase that has caused me to do a lot of thinking: “Durability of expectations.” Our work was in the context of thinking about student success, outcomes, and what the profile of an Indiana high school graduate should look like. I like to combine all of this and talk about student success outcomes. Success looks different for all students and some students have not really had an opportunity to have success modeled for them or even know what success can look like. I have often said that it is ludicrous, in some cases, to ask our students what they want to be or do in life because they have not had the opportunity learn what all is out there. That is why I believe it is so important to make sure we are doing a great job of career exposure, career exploration, and career navigation for all students. We need to career coach our kids.

Success: “Knowing what one wants in the world and knowing how to get it.” ~ Dr. Felice Kaufman

We must make sure we are giving our students the opportunity to innovate, be creative, and take risks. This will help them to persevere, adapt, and develop a growth mindset and begin to understand lifelong learning. We need to help our kids understand what is out there and that getting where they want to go will be a non-linear process in many cases. Most of the career paths those of us in the baby boomer age are characterized of having relative stability. The career paths for today’s students are now times of discovery, restlessness, and exploration. The last I read, boomers will switch jobs 11 times during our lifetime, but millenials and younger will not only switch careers but change entire career trajectories. Therefore, the modern career trajectory isn’t necessarily a climb to a destination, but rather a continuum.

illustration-playground-climber_superdomeWe will need to offer solutions to our students that help them understand and give them the opportunity to skill, re-skill, and up-skill as they embark on their non-linear career paths. This is why I am such a believer that we must begin to identify the transferable skills our students. These skills, according to employers, hold much more weight than the traditional way of looking at academic records or even work history. Life is not linear, it is more like a Jungle Jim, so we need to make sure we are facilitating learning for our students that gives them the transferable skills to have durable expectations of what they can do. In other words, our students can have a lasting expectation that they have the skills to start and understand how to stay skilled to make the desired career moves that become available. Even if our students take a non-linear path in life, if they have credentials and transferable skills they will have what is needed to provide the on and off ramps to whatever career moves come available. This will give durability to the expectations our students have as they move through life and professional careers.

The old adage that you can’t connect the dots looking forward, you can only connect them looking backwards is true, but we need to give our students the ability to zigzag. By preparing students through career coaching, exploration, work based learning, and transferable skills and credentials we will add durability to the expectations of our students and their parents. We have an obligation to make sure our students are prepared to see and be prepared to seize the opportunities no matter how unconventional or surprising.

 

Pushing Our Boundaries & Reaching Beyond Ourselves

As I was driving across Central Florida from Orlando to Tampa yesterday on I-4, I noticed a place that I will definitely have to factor into my next excursion for facilitating my Florida 3D Leadership gatherings. When I got to Polk City I looked over to the north and saw a place called Fantasy of Flight. As you all know, I am an avid student of the history of flight; particularly as it relates to the Wright Brothers. I have blogged about them so many times I am not going to put any links to posts here, but if you search Wright Brothers here in my blog you will find lots about the inspiration I have found from these to great men in our world’s history.

I say world’s history because I really believe that their tenacity and vision for the why of flight might be the single most important innovation ever. This is why I was so struck by the name of this museum and event venue – Fantasy of Flight. It is so perfect because for so many flight was a fantasy. But, the right brothers took the fantasy and made it a reality. This quote from the owner, Kermit Weeks, is so perfect (Not to mention that I love metaphors!):

“Flight is the most profound metaphor for pushing our boundaries, reaching beyond ourselves, and freedom. And…don’t we All…fly in our dreams?” ~ Kermit Weeks

As I continued across the beautiful Florida countryside I noticed many birds and remembered how the Wright Brothers studied the wings of birds and how they took off, landed, climbed in altitude, and glided. I can imagine them fantasizing about flying. It is hard for me to imagine what was going through their minds. I’ve never lived in a time without airplanes, so I am envious of their incredible, artistic, and creative abilities that it took to invent the first plane. They used intersective innovation by taking the design of the bird and applying it to the first flying machine. Amazingly, those same designs and innovations on the first Wright flyer are in use on the plane I am sitting on right now, preparing to fly me home.

Imagine the audacity to think they could build a machine that would fly. Remember, people made fun of them. Also, the audacity to know what being able to fly would do to affect all generations to come. In other words, WHY being able to fly would be advantageous to the human race. Basically, everything in the Smithsonian National Air and Space Museum , where their first plane is on display, is there as a result of the Wright Brother’s innovative leadership! Additionally, there would be no Fantasy Of Flight museum without the Wright Brothers.

I am so glad I was paying attention on my drive yesterday and saw Fantasy Of Flight. It also gives me something to look forward to exploring. I so want to meet Kermit Weeks. I also see where they have flying experiences available in bi-planes – I am so doing it! I can’t wait to fly out in the open air like Orville did on that fateful day in December, 1903.

The Wright Brothers believed that just because it had never been done before, did not mean that it could not be done. They were modeling for us how to push beyond the boundaries. Think about all the impossible things that have been conquered by man. These things might include, landing on the moon, landing a craft on Mars, curing many diseases, organ transplants, and yes – even first flight.

What are you working on that is pushing your boundaries? What is your Fantasy Of (insert here)? Go ahead, fly in your dreams!

Collaboration

The following is an excerpt from The 9 Dimensions of Conscious Success.

 

Collaboration

 

By David Nielson

 

There is a notion that Edison was a master inventor who wore a lab coat and sat in his lab all day working alone and coming up with amazing inventions. This is far from the truth; in addition to being a great inventor, he was also a master collaborator. 

 

Edison brought in hundreds of collaborators to help create prototypes and commercialize his inventions—people such as investors, engineers, and others to help him develop and promote the products. This led to creating more than 200 companies. In 1890, Edition established the Edison Electric Company, bringing together his various businesses. 

When Edison heard that Alexander Graham Bell was going to commercialize his phonograph and cylinders, Edison knew it would make his technology yesterday’s news. He did not tackle this problem alone; he gathered a team, and for three days they worked on a technology that would jump over Bell’s—and they succeeded.

The thing about entrepreneurs is they are fantastic at creating ideas, but they sometimes fall short by not following through and implementing the ideas. That is one of the reasons why they have to learn to collaborate with others. 

 

“Many ideas grow better when transplanted into another mind than in the one where they sprang up.” ~ Oliver Wendell Holmes Sr.,
The Poet at the Breakfast Table

 

There are many other examples in history. Consider the teams that worked on putting a man on the moon. It took hundreds of a variety of people and talents to build the craft. They needed all sorts of engineers to figure out the trajectory, communications, and more to take a team into space, fly them to the moon, land and then walk on the moon, return to the craft, fly back to Earth, and finally safely land. It required tremendous collaboration to make that happen. 

 

A great movie, Hidden Figures, emphasizes the critical role of three women doing very important math and technical work to support astronaut John Glenn’s flight, without which the flight would not have been possible. Again, great collaboration to accomplish
a common goal—a common purpose.

 

 

About David Nielson
David Nielson brings over four decades of corporate, Fortune 500, and private consulting experience in organizational change management, leadership development, and training. David has helped guide large-scale change initiatives and business strategy driven by ERP, mergers, restructuring, and the need for cultural change. He’s been a featured and frequent speaker at PMI, Project World, Chief Executive Network, Management Resources Association, TEC, IABC, Training Director’s Forum, and the Alliance of Organizational Systems Designers.

David has worked around the world delivering training and consulting Services. In all those years, those countries, those clients; David has observed, learned and collected great experiences and teaching points. David decided to work on a way to “give back.”  His latest book, The 9 Dimensions of Conscious Success helps readers identify their definition of purpose professionally and personally to achieve conscious success.

 

 

Unintended Consequences: Minimizing  the ‘Oops Factor’ in Decision Making

This guest post originally appeared on Forbes. 

Unintended Consequences: Minimizing 
the ‘Oops Factor’ in Decision Making

By Rodger Dean Duncan

“Unintended consequences” is the term for outcomes that are not the ones foreseen by a purposeful act.

When a manager consistently gives tough assignments to a worker who’s proven himself to be reliable, the go-to employee may begin to feel “penalized” by the additional load while the less reliable workers get a free ride. What was intended as a compliment and vote of confidence turns out to be an unwelcome burden.

In medicine, unintended consequences are called “side effects.” Have you listened carefully to television commercials for drugs? The list of side effects is often longer than the narrative promoting the medicine. Why would we be warned that a product purported to relieve a simple ailment may also produce paralysis, high blood pressure, thinning hair, skin rash, weight gain, blurred vision or even thoughts of suicide? Because the lawyers said so.

The old caution of “don’t operate heavy equipment while taking this medicine” seems to have morphed into “this pill will help your headache, but it also might kill you.” Caveat emptor indeed.

The fine print on an over-the-counter pain remedy I bought said it caused “irritability” in one in 10,000 users. It turns out that the first day I took one of those pills I was “irritable.” (I’m relying here on the assessment of an independent observer: my wife.) Irritable or not, I felt special. At that ratio there are fewer than 32,000 of us in the entire United States. We could rent Madison Square Garden and throw a party. The capacity of Madison Square Garden is only 18,200. But I’m confident a lot of us (at least those still taking the pain remedy) would be too grouchy to attend anyway.

I should be embarrassed to admit it, but sometimes I don’t bother reading the list of possible side effects. This behavior is risky, much the same as failing to read the terms and conditions on a contract before checking the box claiming to have read the terms and conditions. 

As Isaac Newton observed, “for every action there is an equal and opposite reaction.” In business, as in the rest of life, most every action we take has the potential for consequences we didn’t anticipate. Some of those consequences may be serendipitous, like the “accidental” invention of the Post-It® Note by the guy at 3M Company who brewed up a batch of sticky-but-not-too-sticky adhesive. And some consequences are unpleasant, like a profit-based bonus system that inadvertently motivates people to trim spending on maintenance and safety issues.

Is there an absolutely foolproof way to make decisions? No. But there are some common sense guidelines that can help:

1. Decide what to decide. Many decisions can and should be delegated to others. Not only does that give them the practice, but it enables you to devote attention to those decisions that legitimately require your laser focus.
2. Be collaboratively independent. Confer with subject-matter experts, but avoid getting mired in decision-by-committee. Solicit the views of credible sources, but be prepared to own your own decision.
3. Avoid information bloat. Tom Hanks’ character in “You’ve Got Mail” said it well: “The whole purpose of places like Starbucks is for people with no decision-making ability whatsoever to make six decisions just to buy one cup of coffee. Short, tall, light, dark, caf, decaf, low-fat, non-fat, etc.” Information overload can lead to analysis paralysis, which can lead to fuzzy thinking, which can lead to faulty decisions. Keep it simple.
4. Define your desired outcome. As we learned in Alice in Wonderland, “if you don’t know where you’re going, any road’ll get you there.” To the extent possible, clarify what your desired result would “look like.” Establish a handful ofSMART goals (Specific, Measurable, Attainable, Relevant, Time-bound).
5. Beware getting stuck in the thick of thin things. Most of the hundreds of decisions and choices we make each day are relatively inconsequential—which dental floss to buy, or which salad dressing to order. Save your decision-making energy for the issues that really matter.
6. Don’t expect perfection. Gather the best information available. Weigh the pros and cons of your options. Then decide. You’re unlikely to have all the answers, or even all the questions. And you can’t anticipate every possible consequence. Just be ready to build your wings on the way down.

Again, most decisions come with no guarantees. But remember this uncomfortable reality: failing to make a decision is, in itself, a decision. With consequences.

***********************************

Rodger Dean Duncan is bestselling author of LeaderSHOP: Workplace, Career, and Life Advice From Today’s Top Thought Leaders. Early in his career he served as advisor to cabinet officers in two White House administrations and headed global communications at Campbell Soup Company. He has coached senior leaders in dozens of Fortune 500 companies.

 

School Is For The Student

I am reading an incredible book right now by Roger Daltrey, the frontman of The Who. As you know, I love rock music and am so intrigued by those who have artistic talent and took the risk to make it big. And, make it big The Who did…The Who is arguably one of the most influential formative influences during the development of rock and roll 🎸. I’m only half way through the book and now I want to meet Roger Daltrey. Oh…the places he has been and the things he has done!

“If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did.” ~ Roger Daltrey, frontman for The Who in his book Thanks A Lot Mr. Kibblewhite: My Story/Roger Daltrey.

This post is about a statement in the book and the reason for the title. Mr. Kibblewhite was Roger Daltrey’s Principal who kicked him out of school. So…he’s thanking him? That really made me think. But then Daltrey wrote this statement: “If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did” (Daltrey, 2018, p. 21). I haven’t been able to get this statement out of my mind ever sense.

Did you catch what he said? That someone should have explained that school was for HIM, not the teachers or the system. Part of the reason no one ever sat him down and told him this, is because we forget it, or never believed it to start with. School exists for the students. Period. Not for the teachers or the system.

Schools are such complex and contested institutions in my country 🇺🇸 and globally. While every member of our society is promised a good education, there are ongoing inequalities that are fueled by race, class, and gender. Somehow, I believe education failed Roger Daltrey. Now I get that he did things that caused the expulsion – he divulged those in the book. But, again, I go back to the statement I can’t get out of my mind, “If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did.” Daltrey needed to know the “why” and no one ever took the time to tell him.

Now you can argue that had he not been kicked out of school that any number of the 100 different paths that Daltrey would have taken wouldn’t have led to The Who. You are probably right, but how many other students are lost that don’t have the grit of a Roger Daltrey? For some, then, schools are seen as a means for learning and mobility; for others they are “sorting machines” that maintain social inequality. I believe we need to make sure that schools are student centered and not school system centered.

I have said it many times that many of the things we have done around holding schools accountable have forced us [schools] to make decisions in order to make the school look good without any regard to what the students need. We have it backward. If our students are successful and achieving the outcomes necessary for postsecondary success, then certainly, the school has done its job. It’s really about considering questions of relevant academic content, methods of teaching, ways of learning, and overall educational aims.

Another statement Daltrey made in the book was, “There was the maths teacher who hated me because I hated maths. I just couldn’t get it to go into my brain. I don’t know why they don’t work out which kids are good at maths and let them get on with it and which ones aren’t and give them a break. We still haven’t worked that one out today. It’s mad.” (Daltrey, 2018, p. 15). What he is really saying is why didn’t anyone ever make math real for him? Why was school work not made to be like real work. Daltrey went on to say, “Obviously it helps in life if you can add up a few numbers but I could do that. How else do you think I managed to work out how much we were being ripped off when The Who started making proper money in the 1970s?” (p. 15). Think about if math would have been taught in the context of managing a band. We must make education relevant for our students. Otherwise, we will lose them.

Our schools are effective only when we refocus on meeting the individual needs of students rather than the needs of the education system or the broader society. We must have our students ready to be a part of and function in a global economy and society. Remember, school is for the student.

Reference

Daltrey, R., 2018. Thanks a lot Mr. Kibblewhite: my story / Roger Daltrey. New York, NY. Henry Holt and Company.

The Blind Spots Identified

The following is an excerpt from What Are Your Blind Spots?

The Blind Spots Identified

By Jim Haudan and Rich Berens

We have identified five leadership blind spots that perpetuate disengagement and indifference. They do the exact opposite of creating thriving, innovative workplaces that turn customers into advocates and fans. Let’s take a quick look at each one before each chapter breaks them down further and answers the key questions leaders need to ask themselves in order to see things as their employees do.

Leadership Blind Spot #1: Purpose

Common Misconception. Purpose matters, but it doesn’t drive our numbers.

The Basics. While there was a time when employees were only paid to complete a specific set of tasks, there is way more to it than that today. Many leaders are starting to embrace the concept of purpose but fail to actually run their businesses in a purpose-driven way.

The Question We Will Answer. As leaders, how can we put purpose at the center of the way we operate our business and achieve exceptional financial results because of it? Leadership

Blind Spot #2: Story

Common Misconception. We have a compelling story to tell that our people care about.

The Basics. Most organizations have a semi generic vision statement, accompanied by what seems like too many slides to outline their strategy for what winning looks like for the organization. Leaders believe they have a compelling story to tell, but when seen through the eyes of the employee, the complete opposite is often the case.

The Question We Will Answer. What makes a strategy story compelling, and how can we craft one for our people?

Leadership Blind Spot #3: Engagement

Common Misconception. Rational and logical presentations engage the hearts and minds of people.

The Basics. In many organizations, a tremendous amount of money is spent creating strategies to win. Those strategies then get communicated using PowerPoint presentations, road shows, or town hall meetings—but things seemingly get stuck. Employees fail to connect with the strategy, leaders are frustrated about the lack of progress, and managers just try to hold the ship together.

The Question We Will Answer. How do we move from presentations to conversations and create genuine engagement in strategies in the business?

Leadership Blind Spot #4: Trust

Common Misconception. People will not do the right thing unless you tell them what to do and hold them accountable to do it.

The Basics. Companies want and need to deliver great service to differentiate themselves, and the common belief is that the best way to deliver this is to create tight processes, scripts, and routines that minimize variability—to hold people and their behaviors to a strict policy and uniform standards. But that approach will never create consistent yet unique, differentiated, and personalized experiences that lead the market.

The Question We Will Answer. How can we trust and scale the unique human judgment, discretion, and care of our people, while at the same time having firm standards that we all share?

Leadership Blind Spot #5: Truth

Common Misconception. My people feel safe telling me what they really think and feel.

The Basics. In many leadership teams, what people really think often gets discussed in the hallways and bathrooms and by the watercooler rather than in meeting rooms. People don’t feel safe telling the truth because they don’t think it is smart or safe to do so. Many leaders believe that to be effective and successful, they need to be smarter than the next guy, fight for their area of the business, and not show vulnerability. This mentality creates lack of trust, collaboration, and common ownership for a greater goal—and ultimately greatly slows down execution speed.

The Question We Will Answer. What can we do as leaders to make it safe for our people to tell the truth and act on those truths to make the business better?

*******************************

About Jim Haudan

Jim Haudan is Co-Founder and Chairman of Root Inc. Root Inc., the organizational change expert on helping companies create leadership alignment, execute strategies and change successful, build employee engagement, and transform businesses.  He is a sought-after business presenter who has spoken at TEDx BGSU, Tampa TEDx, and The Conference Board. His latest book, What Are Your Blind Spots?: Conquering the 5 Misconceptions that Hold Leaders Back is co-authored with Rich Berens is CEO and Chief Client Fanatic of Root Inc. The book equips readers with the tools needed for a personal leadership reset. You’ll discover how to increase engagement, productivity, and growth in your own organization.

About Rich Berens

Rich Berens is CEO and Chief Client Fanatic of Root Inc, and has helped align leaders at Global 2000 organizations to drive strategic and cultural change at scale. He is a noted speaker on the issues of, transformation, and how to create lasting change  and has authored articles for numerous publications and blogs. Under Rich’s leadership, Root has been listed among the Great Place to Work® Institute’s top 25 places to work, been named to the Inc. 5000 fastest-growing companies list, and experienced 10 years of consecutive growth. His latest book, What Are Your Blind Spots?: Conquering the 5 Misconceptions that Hold Leaders Back is co-authored with Jim Haudan is Co-Founder and Chairman of Root Inc.

Cultivating Your Team For Maximum Growth & Blooms

Consideration of the flower bed and the flower farmer is fertile ground that allows a leader to reflect upon her or his own performance. It gives insight into the needs of the flower bed (the people) and the outlook and perspectives needed by the person involved in floriculture (the leader). As leaders we need to develop ourselves as a leader and as a servant so that, together with our people, we can flourish and achieve our full potential in the purpose of our organization.

I was reminded of this flower bed analogy this week when working with our South Carolina 3D Leadership cohort. I already blogged about our project of carving pumpkins to tell the story of “Truths We Are Frustrated With.” Click here to read my original post about this project from our Indiana cohort entitled, “The Messiness Of The Truths We Are Frustrated With.”

Ms. Russell’s Pumpkin 🎃 Carving

Ms. Linda Russell, Kindergarten teacher at Mevers School Of Excellence in Goose Creek, South Carolina, carved her pumpkin in the shape of an irregular flower with her as the stem. Her point was that everyone, just like the petals of a flower, develop at different rates, different sizes, in different ways, and has different needs. As Ms. Russell works as Kindergarten lead, this is a truth she has to remember. She has to work hard to not be frustrated by this, but embrace it. As I always say, we work really hard at differentiating for our students, but then don’t do a good job of differentiating for the different professional growth needs of our team members.We need to design professional growth opportunities that embrace the fact that we all develop like flowers. Too often, we fail to be good gardeners (leaders) in providing the choice, agency, and nurturing our team members deserve. How about about you? Are you doing everything you can to enhance the growth of your blooming team members?

Creating a Strategy for a Compelling Story

The following is an excerpt from What Are Your Blind Spots?

Creating a Strategy for a Compelling Story

By Jim Haudan and Rich Berens

A few key concepts must be established when creating and delivering an effective story. Each and every time you create an effective story, you must:

• Identify your primary audience.

• Focus on the overall message.

• Outline the core drama.

• Make it personal.

• Practice delivering it.

Let’s explore how to execute each one together.

Identify Your Primary Audience

Before you start crafting your story, you should have clarity on who your primary audience is. What is this group’s mindset and knowledge base on the content? Do you want the people in the group to be excited, curious, fearful, apprehensive, or charged up? How much do they know about your story already? Do they have any preconceived notions? If you don’t have full awareness about your audience, you could craft a compelling story that misses the mark with those you are trying to reach.

Focus on the Overall Message

Just about every great story has an overarching message, moral, or key takeaway. Think of any of your favorite movies. There are many subplots, but they tend to be connected to one larger dominating theme. In Star Wars, the Rebels beat the Empire and destroyed that darn Death Star the enemy kept rebuilding. In E.T., Elliott and helpers made sure to get the poor fellow back home. Think of the story you want to tell your employees.

If being risk averse is a core concern within your organization, you might focus on how taking risks and embracing failure is essential for long-term success as the major guiding thought. If the key concern is speed and adapting to a rapidly changing competitive environment, the ability to collaborate, transcend silos, and work differently might be your guiding thought.

Outline the Core Drama

Any great story has a core drama that shapes its narrative. Whether it’s something that disrupts, creates a new challenge, or forces the key characters to think and act differently, drama is present. Be clear on that drama and make it a critical component of your narrative. This could be a nontraditional competitive threat, the inability to work together within the organization, or a dramatic shift in customer expectations. No matter the situation, you will want to build out that core drama element and channel most energy toward overcoming that issue.

Make It Personal

Every story gains credibility and authenticity when it feels real and personal. So if you think that changes in customer expectations are a real threat to how you can compete, share personal experiences that friends, family, or even you personally experienced when purchasing your product or service. This might create unexpected “aha” moments. We were working with the CEO of a leading building products company that had great products but was struggling with the customer experience it provided. At a leadership meeting, the CEO shared a detailed account of how he remodeled his kitchen and the very frustrating experience he had buying his cabinets and said that he was inclined never to do it again. It made the challenge more vivid and personal, and it moved the topic from an intellectual customer experience problem to a meaningful account of what it is like to interact with the company’s products and channels in real life.

Practice Delivering

It Interestingly, when we ask leaders how often they practice giving a keynote speech or a key presentation to their board, they respond by saying, “Always.” When we then ask how often they practice telling their strategy story to their people, their answer is, “Rarely.” Like most things in life, it takes practice to be great. In boxing, the conventional wisdom is that you have to practice for 30,000 minutes to be good for 3. Comedians run through an incredible amount of reps before they master the timing of their jokes. As leaders, we often share content in real time and don’t practice our delivery. The ability to practice how you tell your story, where to emphasize certain points, where to pause for reflection, and how to really engage with your audience simply takes time and practice.

Putting These Steps into Action

By combining these story creation essentials (primary audience, overarching message, core drama, making it personal, and practice), you will have a storyline that complements your vision headline.

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About Jim Haudan

Jim Haudan is Co-Founder and Chairman of Root Inc. Root Inc., the organizational change expert on helping companies create leadership alignment, execute strategies and change successful, build employee engagement, and transform businesses.  He is a sought-after business presenter who has spoken at TEDx BGSU, Tampa TEDx, and The Conference Board. His latest book, What Are Your Blind Spots?: Conquering the 5 Misconceptions that Hold Leaders Back is co-authored with Rich Berens is CEO and Chief Client Fanatic of Root Inc. The book equips readers with the tools needed for a personal leadership reset. You’ll discover how to increase engagement, productivity, and growth in your own organization.

About Rich Berens

Rich Berens is CEO and Chief Client Fanatic of Root Inc, and has helped align leaders at Global 2000 organizations to drive strategic and cultural change at scale. He is a noted speaker on the issues of, transformation, and how to create lasting change  and has authored articles for numerous publications and blogs. Under Rich’s leadership, Root has been listed among the Great Place to Work® Institute’s top 25 places to work, been named to the Inc. 5000 fastest-growing companies list, and experienced 10 years of consecutive growth. His latest book, What Are Your Blind Spots?: Conquering the 5 Misconceptions that Hold Leaders Back is co-authored with Jim Haudan is Co-Founder and Chairman of Root Inc.