Byron's Babbles

Experiencing, Not Attending For Learning

As I travel home this evening from what was an incredible journey to Calgary, Alberta, Canada, I am reflecting on all that my family and I saw and experienced, all that I learned at the 2019 International Research Conference, and can’t help but reflect on yesterday’s 50th anniversary of the first moon landing. A week ago yesterday we began this excursion and a week ago today attended the Calgary Stampede. What we found is that one does not attend the Stampede, one experiences the Stampede. Through this experience I learned about invented traditions. These Invented traditions are activities that are actually recent but are accepted by the public as having a particularly long and resonant history and as representing something essential about a nation’s character, values, and identity–arose from a widespread effort to justify the nation state, royal dynasties, and national boundaries by linking them, often tenuously and sometimes even falsely, with the past. These invented traditions spring from the need to reconcile constant change in the modern world with the desire for stability and traditional understandings about society.

We found that the Calgary Stampede has evolved over the decades in response to economic and political dynamics and the perceived need to maintain a vibrant balance between nostalgia for the past and celebration of the economic and ideological promise of the future. Successful cities have managed to brand themselves through identification with their annual festivals. We found that the brand lived up to the hype. One of the things I learned from experiencing and studying the Calgary Stampede is Americans cherish individualism and individuality above community. Canadians have exactly the reverse set of political priorities. This is not to say one is right and one is wrong; it is just to say that I learned some cultural differences along the way. We made some great friends while at the Stampede.

I can’t help but also reflect on all the great scenery, nature, and natural beauty we had the opportunity to see and experience as well. The Canadian Rockies are awesome, and we had the opportunity to experience them from as far south as Waterton Lakes National Park and as far north as Lake Louise in Banff National Park. This all reminded us, as a family, of how important sustainable development is to making sure future generations will be able to enjoy and learn from these natural beauties like we did. We must work hard to meet the needs of our present generation without compromising future generations ability to meet their own needs.

This was also discussed during the 2019 International Research Conference. Dr. Gerald Farthing, Former Deputy Minister Of Education Manitoba Department Of Education reminded us to act locally, while knowing what’s going on globally. I was honored to speak at the conference on discovering, developing, and distributing great leadership. It was awesome to visit from individuals from around the world to discuss current education issues and the innovative solutions to opportunities. We must find ways to end our preoccupation with the industrial and factory models of just “doing school”. The gap between what we call education in schools and learning that happens from being a part of society is widening. We must redesign our learning environments if we want to engage our students in the learning process. Learning needs to be 24/7, and not confined to a physical space we call school.

Yesterday, as I reflected throughout the day on the 50th Anniversary of the landing of Apollo 11 on the moon, and those first steps, I was struck by all the ways we could relive the history. For example, Neil Armstrong’s Spacesuit was at the Smithsonian Castle yesterday and I was in Canada, but I took an in-depth 3D tour of the suit using Smithsonian’s new 3D Digitization site for doing interactive tours. You can also take an up close and in-depth 3D look at the 1903 Wright Flyer. It is such a great thing that the Smithsonian is doing. Every person can learn from and take part in Smithsonian exhibits without physically being on site. Think of the possibilities of this. I can remember saying, “Wow, everyone should experience the great learning that goes on at the Smithsonian’s many museums.” They can! Opportunities like this begin to take away the effects of zip code or socioeconomic status. Every child really can experience the Smithsonian. By leveraging the technology the Smithsonian is able to let their researchers tell their stories to the world and allow students to take a quest of discovery.

For me, I am going home with a renewed commitment that we must quit just having students attend and “doing school”. We must enable them to experience learning and go on a quest of discovery.

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Teachers As Designers

IMG_6433Yesterday, I started my day by spending time at Fort Calgary. Fort Calgary is the exact location where the city of Calgary, Alberta, Canada started. The fort, originally name Fort Briseboise, was built as the post for the North-West Mounted Police in 1875. Then when the railroad came west, Calgary began to grow and the rest is history.

The location was chosen because of of the confluence of the Bow and Elbow Rivers. In fact Calgary got its name because of being a location of a great water source. Calgary is named after Calgary Bay on the Isle of Mull, Scotland. It was originally thought to mean “clear running water” but has since been defined as “bay farm,”

After this learning time, I was back over at the 2019 International Research Conference discussing teachers as designers and leaders at Mount Royal University. We were discussing the Double Diamond Design Approach pictured here:IMG_6393With this model we must first find the right problem or topic. Then we use convergence to bring the topics, partners, and education entities together to decide subject matter and activities and then divergence to get the day-to-day pedagogy developed. As we discussed the model, I got to thinking about Fort Calgary and what a great tool this historic site could be for education. The site certainly has needs for support and volunteerism. Therefore, the schools could:

  1. Determine needs of Fort Calgary
  2. Determine what needs could be supported by the education entity
  3. Use convergence to bring all parties in the partnership to determine the scope of the project and learning
  4. Finally, use divergence to break the learning and work down into the day-to-day bites

IMG_6432We don’t want people who just do school. We must figure out how we teach and facilitate learning with our students by radically collaborating in our communities. Additionally, we must make sure our very traditional school leaders recognize the great facilitation of learning this radical collaboration creates. We must shift from the compliance factory model of school to education as facilitation of learning. We do this by connecting and collaborating, which enables us to be adaptive, intertwined, interactive, and diverse. How about you? Are you leading learning, or just doing school?

 

It’s Not How You Talk, It’s HOW You Talk

I stepped in at the end of an interview this week and caught the last part of the conversation and had the chance to briefly meet the candidate. When the candidate left I said, “I know I was only in here for 10 minutes of that, but I’d hire that person.” The persons doing the interview said, “She’s awesome, we intend to.” They proceeded to call her back in and give her an offer and she accepted. After the now new hire left, the comment was made that “it is not how you talk, it’s HOW you talk. Her words meant something.” Bingo! That was a perfect description of what was just witnessed.

This candidate didn’t have things she was saying that we had never heard before, although she did have innovative ideas. So, her “what” wasn’t much different. Additionally, she had not chosen to be a career changer and go into teaching for reasons much different from others. So, her “why” wasn’t much different either. This person, however, had learned how to convey a more strategic voice.

If we want to establish credibility and influence people, it’s important to be concise and let individuals know clearly what role you want to play in the conversation. It is also important to demystify the content of the message and we deliver by eliminating jargon and being a person of few, but effective, words.

This is really about developing your voice, which is less about performance and more about your strategic instincts, understanding the context we are in, and an awareness of the signals we are sending. We all have different ways of communicating, but saying it in the correct context, or how we say it, is crucial. This “how” includes being visionary and developing the ability to convey our aspirations for the future. This then sets the stage for transformation to occur.

So, if you want to show up with a strong strategic voice and effectively connect the dots for those you are speaking to remember that the context matters, be clear, concise and jargon free, and paint the picture that bridges any distance between you and those you are speaking to. Sometimes finding the right words can be the biggest challenge of our day. Remember to make your words mean something because “it’s not how you talk, but HOW you talk.”

Leading Without Kitschy Trinkets

Many times, as you know, my blog posts come from words or phrases that I hear that inspire me to dig deeper and study. This post is no exception. Yesterday, I heard someone say, and I am paraphrasing,not quoting, here, “I don’t need the kitschy trinkets when morale gets low, just treat us with respect all the time.” This was a pretty powerful statement when you think about employee retention, satisfaction, and the climate and culture of an organization.

Also, I was captured by the word “kitschy”. Of course we had to immediately look it up. What we found was that, first, the person used the word correctly; second, we found that the definition was: something to that appeals to popular or lowbrow taste and is often of poor quality. Sound familiar? Now, you will also find the term “kitsch” used in the art world. Since I believe there is no such thing as bad art, art is beyond taste. Therefore, you can leave your prejudices behind and just be uplifted by art. I’ll bet, however, you have been given things that fit the category of being kitschy.

This really got me to thinking, though, about how we really feel about our employees. Does giving trinkets get us to the level of community we desire. I think not. We must remember it is all about trust. Trust is earned; it is not a transaction. If we want those in our organizations to trust us and we want to inspire commitment, we must make the first move. We want employees to be committed to what we are doing and the mission and vision, but employees many times get the message we aren’t really that committed to them. Kitschy gifts probably exacerbate this belief.

According to Gallup, only 32 percent of employees in the United States are engaged. Now engaged to Gallup means involved in, enthusiastic about, and committed to their work and workplace. Expand this data analysis worldwide and the number drops to 13 percent. Think about that. 87 percent of employees are unengaged. Pretty sure a kitschy gift won’t change that.

So, what will help us change these numbers? I don’t believe there is a silver bullet here, but I do believe there are some thing central to how leaders can truly become committed to their teams. First, we need to make continuous feedback and coaching central to performance and continuous improvement. This is true whether we are talking a school or manufacturing. I just finished reading a great book on feedback from M. Tamra Chandler entitled Feedback (and other dirty words). It was such an honor to get an advance copy to read. One of my favorite feedback tips in the book is, “Kick Some Ask”. I’ll let you read the book and find out what that is.

Additionally, we need to create and commit to providing development opportunities for both skill and role development. This plays to succession management and employees see you are serious about, and committed to, preparing team members for advancement from within. This also means we need to empower employee connection and collaboration.

I believe if we get these things right and couple this with compensation strategies that are aligned with today’s hyper competitive market, we can begin to chip away at the low employee engagement numbers. So, how about we drop the kitschy trinkets and just treat employees with the respect they deserve and provide the development, space for collaboration, opportunities for advancement, and compensation they deserve?

Scaling Partnerships In Education & Telling Our Story

D-BSkhhXsAIXDRGI’m so sad to be sitting at the airport because I hate leaving Harvard University. I always learn so much from my friends at the Harvard Graduate School of Education. As always, my thinking as stretched, what I thought I knew challenged, and new creative and innovative ideas developed. As Dr. Mandy Savitz-Romer said last Sunday, “You may not leave here with complete closure, but with new questions.” That is learning at its best! My description for my learning this week is that I have been “coached up!”

Screen Shot 2019-06-26 at 7.48.22 PMToday’s learning was just as great as the rest of the week. I loved doing a case study on a partnership with the Nike Innovation Fund for improving Oregon student success. Dr. Monica Higgins did a great job of facilitating the case study and I learned a great deal about scaling the impact of public private partnerships. This learning was followed up by a great session by Dr. Irvin Scott on story telling and its importance to teaching and leadership.

As I have done all week in Thriving Students, Developing & Supporting Our Students: Future Identity Versus No Future Identity, and Changing The Narrative For Our Students, I compiled a top 20 list of the things I learned today. Here is my list:

  1. It’s not just if we do partnerships, it’s how we do partnerships.
  2. Partnerships should match the core values or mission of the partners.
  3. Partnerships are great ways for industry to understand education and for education to understand industry.
  4. It is very important to analyze both sides of all partnerships.
  5. Partnerships are a psychological contract.
    1. Everything’s not always explicit (context, risks, et cetera).
    2. In partnerships everything is not always spelled out.
  6. Move partnerships from individual to individual to organization to organization. This plays to sustainability.
  7. Open communication is key to partnerships, even when things go wrong.
  8. Agenda items versus surface level just for show.
  9. Eliminate hidden targets in partnerships
  10. Partnerships need an exit strategy so the innovation can be sustained without the partner.
  11. Partnerships should be mutually beneficial, with beneficial up for debate.
  12. In partnerships:
    1. Make implicit explicit
    2. Have clarity of roles and limitations
    3. Have flexibility built in
    4. Have mutual goals, timelines, and milestones
  13. Is the voice of the student heard in the partnership?
  14. You never want to scale until you know you have something that works.
  15. Need to decide to scale deep or scale out.
  16. Everyone has a story of how they got where they are. What is your trajectory?
  17. We need to be warm demanders for our students.
  18. We need to give an academic press to our students.
  19. You can’t lead if you don’t read.
  20. Why story/narrative in leadership?
    1. Stories are fundamentally human…
    2. Stories build connection…critical for leaders…
    3. Stories bring data alive…
    4. Stories capture what is possible…

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.

 

Developing & Supporting Our Students: Future Identity Versus No Future Identity

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On Monday I had the opportunity to dig deep into adolescent development and how this plays into future aspirations, beliefs, and behaviors of our students. I was introduced to identity development by Dr. Mandy Savitz-Romer of the Harvard Graduate School of Education. She advocates that articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation, and goal setting should become a part of our DNA in education.

Mandy has so much knowledge in adolescent development and how to advance student success. In fact, she has quite literally written the book on it. We were given her new book this week, Fulfilling The Promise: Reimagining School Counseling to Advance Student Success. I am almost done with it and have to say it is awesome. I am sure you will be seeing blog post from me about the book in the near future.

9780520287266There was also the opportunity on Monday for learning from Roberto Gonzales who is the preeminent academic expert on undocumented immigrant youth and the struggles they face. It was great to spend time with him because he has spent time with these youth getting, as he called it, “a worm’s eye view.” He understands how these issues play out in real-life. Most powerful for me was the idea of our undocumented immigrant youth straddling two worlds: neither from here or there. No one should have to live like that. Additionally, it was so powerful to gain an understanding, and I still have a huge amount to learn and understand, of the undocumented youth’s transition to “illegality.” As Roberto taught, illegality is not a noun but a verb as undocumented students move from protected to unprotected. I really needed this learning and can’t wait to read his book, Lives in Limbo: Undocumented and Coming of Age in America (University of California Press).

9780674976894-lgThen, if that was not already a lot of learning in one day, there was Dr. Anthony Abraham Jack. He wrote the book, The Privileged Poor: How Elite Colleges Are Failing Poor Students. Our interactions with students matter. I was struck thinking about how some of our engagement strategies favor a selected few – the students we like, that impress us, and we know. What about making sure we have the chance to know all students, not just the ones that are inherently comfortable interacting with teachers. We need to help all understand how to do that. One way he advocates for is office hours. But not like we have always done office hours. Office hours need to be collaboratively with students understanding exactly how they work. Students also need to be comfortable in asking questions and bringing anything to office hours.

As I did for Sunday’s learning this week in Thriving Students, here is my top 30 list of takeaways from the day of learning:

  1. Information ≠ Action
  2. A college going future identity
  3. Dimensions of identity: groups, roles, self concept.
  4. Marshaling: how do we use our resources.
  5. Throwing forward: seeing oneself in the future.
  6. Self-efficacy is the belief in the ability to accomplish a specific task.
  7. Self-efficacy is domain specific.
  8. We all have the ability to build self-efficacy.
  9. What shapes self-efficacy?
    1. Mastery of experience
    2. Vicarious learning
    3. Social persuasion
    4. Affect
  10. The “why” students go to college is very important.
  11. There is a big difference between wanting to go to college and someone telling you they want you to go to college.
  12. Motivation = Goals + Beliefs
  13. Students need to be better planners for obstacles. We need to be their GPS and give them three different routes.
  14. Control of Thoughts + Control of Emotions + Control of Behaviors = Self Regulation To Attain Goals
  15. Many students straddle two worlds; they are neither from here or there.
  16. We need to pay attention to how issues play out in real life.
  17. We forget how powerful having an I.D. card is to a person.
  18. Access is not inclusion.
  19. Beware of unwritten curriculum – the unwritten rules of getting along in an institution.
  20. We need to teach students how to interact with teachers and faculty.
  21. Doubly disadvantaged = Lower Income + Attended Public School
  22. Privileged Poor = Lower Income + Attended Private School
  23. Secondary school and college officials disproportionately reward proactive engagement strategies. Instead of who deserves reward, it becomes who we like, who we know, and who impresses us most – not necessarily the deserving students.
  24. Impress upon students it is more than normal to ask for help.
    1. It is smart
    2. It is expected
    3. It is rewarded
  25. We must inspire students to build an inter-generational support network.
  26. There is a difference between building a network and networking.
  27. Language matters.
  28. We need to make explicit what is now hidden to our students.
  29. We need to make basic things accessible and digestible for our students.
  30. We need to partner with families and promote our parents as super heroes.

Think about how great our country’s education system would be if we were able to make all 30 items above values that were in the DNA of our system and not just desired practices or boxes to check?

Thriving Students

IMG_6110I have been learning at Harvard University this week on post-secondary success. As an exercise to help myself digest all of the information and make some sense of the learning, I like to come up with a top list from each day. This day’s (Sunday, June 23rd) learning came from Mandy Savitz-Romer and Francesca Purcell, and included learning about post-secondary gaps and opportunities and the data and trends behind public policies to increase post-secondary success.

One of the things that really jumped out at me from the reading and learning was the introduction of the Thriving Quotient. I was very interested in the thought and reality is that we always want to measure student success primarily in terms of academic performance and persistence to graduation. I became enthralled when reading “The “Thriving Quotient”: A New Vision for Student Success” by Laurie A. Schreiner, where she introduced this assessment tool. Thriving students are academically successful and also believe themselves to be part of a community and psychological well-being. These things make it possible for the student to get the most out of their educational experience. The thing I like about Academic Thriving is that it goes beyond what I call compliance – attending class, doing homework – going through the motions. In the Thriving Quotient, Academic Thriving students are psychologically engaged in the learning process. What really resonated with me about this was that the idea of making a connection between what the student already knows or is interested in. This connection to relevant contexts helps the student be an engaged learner and THRIVE.

The Thriving Quotient also includes Intrapersonal Thriving. This thriving is about the student having a healthy attitude toward themselves and the learning process. Additionally included is Interpersonal Thriving. We can’t truly thrive without relationships. So, time spent on the Thriving Quotient and so much other discussion on Sunday led to the following top 20 list of things learned:

  1. Learning with and from each other from different sectors.
  2. Pull don the walls and step outside our lanes.
  3. We have to get the singular narrative out of our mind.
  4. Sometimes we are creating a narrative for students that does not fit their why, or what is best for them.
  5. Actions of students do not match their aspirations.
  6. Only 10% of students that drop out of college had below a “C” average.
  7. Student problems vs. institutional problems
  8. We highlight student problems, but sometimes instead of highlighting problems, we need to change the process.
  9. With multiple pathways available to students, we need to make sure we are sorting in a way that is about best fit, not about other factors.
  10. We need to get better at moving from thinking about student success in terms of just quantitative box checking like graduation rates, number of applying or accepted to college, and test scores by moving to the idea of students THRIVING!
  11. We can’t think of college as just one singular thing because there are many different outcomes from many different types of colleges.
  12. The highest stakes tests students take are the placement tests once in college. Then, in some cases, we waste the students’ time in developmental education.
  13. We must find a way to scale up the things that work!
  14. A college credential is a solid investment that will pay off over time.
    1. More likely to give back to the community and vote
    2. Higher levels of personal well-being (health, et cetera)
    3. Higher earnings and tax payments
  15. What is it that the adult wants, versus what the student wants.
  16. Adults always think we know best, but many times we don’t know all the options, or nor does the student know all the options.
  17. “College is not for everyone, but it is for everyone that looks like you when you are a school.”
  18. We maybe need to think about amending the 14th amendment of our constitution to include higher education.
  19. We are nearing universal enrollment in college. What does this mean?
  20. A college going future identity.

As you can see, there was a lot to digest after a single afternoon of work. If any of these statements resonated or made you think, please comment here on this post.

Triageformational Leadership: New Hybrid Definition of Triage and Transformational Leadership

Screen Shot 2019-06-14 at 2.40.45 PMYou all know how I like to make words up, so here is my latest: Triageformational Leadership. Actually, I made up the word and the definition over a year ago while in a meeting, but am just now blogging about. Does that give you any indication of how long my “want to blog ideas” list is? Anyway, here is the definition: The process of leading by core values to determine and prioritize needed changes so limited resources can be rationed efficiently and effectively to support the organization’s realization of vision and mission.

The important thing to note about triageformational leadership is that that the transformation is done by triaging by using core values. So many times this is given lip service, but not really done. By putting our core values at the forefront of our triageformational leadership we:

  1. determine our school or organization’s distinctives.
  2. dictate personal involvement.
  3. communicate what is important.
  4. embrace positive change.
  5. influence behavior.
  6. inspire people to action.
  7. enhance credible leadership.
  8. shape teaching/employee character.
  9. contribute to educational/organization success.

…it is clearly necessary to invent organizational structures appropriate to the multicultural age. But such efforts are doomed to failure if they do not grow out of something deeper; out of generally held values. ~ Vaclav Havel

So much goes into truly embodying what it means to be a triageformational leader beginning with the sense of community we develop within an organization. Those that I believe that would make great triageformational leaders place a high value on fostering an environment or community of collaboration. This community is balanced, diverse, and equitable. These leaders build community and culture by truly living out their own core values and the organization’s core values. Just like doing triage in an emergency situation, these leaders are prioritizing what gets done next by matching core values to the situation. This in turn brings about transformation and service oriented leadership.

Welcome To Your New Addiction

IMG_5567

What’s At Your Core (Value)?

Where to begin? There is so much I want to say! Yesterday we had a great gathering of our Florida 3D Leadership group outside Orlando at Renaissance Charter School at Boggy Creek. I love going there and spending time with this group. Yesterday’s topic was core values. We spent the morning setting the stage with some cool activities (Emoji tattoos, making graphic mantras) and discussions around core values and what they wanted to do with their lives and what they wanted their legacy to be.

Then, the coolest thing happened – Lunch!

IMG_8418

 

Our lunch was delivered and catered from Fuzzy’s Taco Shop. First of all, as the truck, bright yellow, pulled up, it caught my eye out the window I had immediately seen the shiny object and was off topic. Check out the picture of the truck and you will understand what I am talking about. So, as they were setting up at one end of the room we were in, I asked one of the workers, Mariah Miller, whether she liked working at Fuzzy’s Taco Shop and if she did, why? Well, let me tell you, she jumped right into our core values discussion and said that she liked it because her boss did not act like a boss and did not want to be called a boss. He wanted to be considered a coworker.

IMG_5566

Graphic Recording by Amy Reynolds

Then her coworker (boss), or leader, as he likes to be called came in, not having heard me ask the question. I called him over and asked him what his workers would say his mantra was (this was a core values discussion from the morning). He then basically reinforced everything Mariah had told us. We were amazed by the message that David Morales had for us in what became an outstanding extemporaneous luncheon keynote, literally.

IMG_8404David explained he had ended up in Florida, via Texas, because he quit his job, and I quote, “because my core values did not match those of the company I was working for at the time.” Of course I am beaming at this point and everyone was looking at me like I had set this up, which I had not. We had discussed how individual and organization core values needed to match. I had said earlier in the day that is was just a fact that if at any point your own core values become much different from the organization you work for, that it was time to quit. He was affirming everything we had talked about earlier in the day, but with the flare of personal experience and a lot of passion.

IMG_5535He then told us about looking for a job and finding Fuzzy’s Taco Shop. He told us how he cut the deal for Fuzzy’s Taco Shop to cater for the Dallas Cowboys and Texas Rangers. He told us about how he has opened 29 businesses. Finally, he explained how core values build communities of commitment. We had been discussing how core values communicate what is important, influence behavior, and inspire people to action. We had also talked about how core values enhance credible leadership. David Morales from Fuzzy’s Taco Shop had become our exemplar. We did not need to spend very much time with his employees to know he was credible.

…it is clearly necessary to invent organizational structures appropriate to the multicultural age. But such efforts are doomed to failure if they do not grow out of something deeper; out of generally held values.” ~Vaclav Havel

IMG_5562

Graphic Recording by Amy Reynolds

Core values are what support the vision, shape the culture and reflect what an organization values. They are the essence of the organization’s identity – the principles, beliefs or philosophy of values. Many organizations focus mostly on the technical competencies but often forget what are the underlying competencies that make their organizations run smoothly — core values. Establishing strong core values provides both internal and external advantages to the organization. Clearly, Fuzzy’s Taco Shop and David Morales have mastered this.

Needless to say, we were amazed at this outstanding example of a company and it’s employees living out shared core values. Would you, your organization, or school have been able to extemporaneously keynoted our lunch today with the same level of authenticity related to core values as David Morales, Mariah Miller, and Fuzzy’s Taco Shop were able to?