Byron's Babbles

Win Every Day!

Posted in Leadership, Uncategorized, Win Every Day, Win The Day by Dr. Byron L. Ernest on March 14, 2020

Win Every Day: Proven Practices for Extraordinary ResultsWin Every Day: Proven Practices for Extraordinary Results by Mark Miller

My rating: 5 of 5 stars

Back in 2012ish my son was obsessed with the term “Win the day!” because growing up he was a rabid Oregon Ducks football fan. At that same time I had just become principal of a state turnaround academy. My son even made me a plaque, declaring “Win The Day!” out of a 2X4 he found in the barn for my office. This is still one of my most valued possessions. You can check out my 2012 blog here: https://byronernest.blog/2012/11/04/w… .

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My “Win The Day!” Plaque Made By My Son, Heath

Winning the day can mean many things, but to me it means giving all I have every day and making the most out of the things I can control. That’s why I love the title of Mark Miller’s book that was just released this past week, Win Every Day. The book is based on Miller’s findings that high performing organizations do these four things: 1. Bet on leadership; 2. Act as one; 3. Win the heart; and 4) Excel at execution. I love the fact that Miller uses some sports analogies in the book to make the points. He makes the point that if you execute well you do not need a lot of plays.

As a leader, we owe it to all those we serve to “Win Every Day!” Miller taught us in this great book that our choices are the only things we can control. He told us to “Choose wisely” (p.127). The bottom line according to Miller is that we can be encouraged and even challenged, but if we want to be great, we will have to decide. This book is so appropriate for everyone to read right now as we are dealing with the global outbreak of Coronavirus Disease 2019 (COVID-19). This challenge is top of mind for individuals and organizations across the world. Because of the ever changing and fluid nature of the situation, it would be wise for us all to contemplate how we excel at execution. This is a book that every person in the world should take time to read and reflect on right now. We must WIN EVERY DAY!

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Reflective Culture Gut Checks: A ⭐️⭐️⭐️⭐️⭐️ Review

Posted in Creating Constructive Cultures, Cultural Awareness, Culture, Leadership, Uncategorized by Dr. Byron L. Ernest on March 2, 2020

Creating Constructive Cultures: Leading People and Organizations to Effectively Solve Problems and Achieve GoalsCreating Constructive Cultures: Leading People and Organizations to Effectively Solve Problems and Achieve Goals by Janet L. Szumal PhD

My rating: 5 of 5 stars ⭐️⭐️⭐️⭐️⭐️

This is the most extensive use of data and research I have encountered dealing with organizational culture. The most striking part of this, however, is the practical way in which the information is delivered – in easy to understand chunks that allow for what, I have been calling in tweets, chances for reflective gut checks.

As leaders, we need this opportunity for reflection and these driving questions. Reading this book gives leaders an opportunity to take a deep look and examine the community being created as a result of that leadership. As this book taught us, “Leaders Affect Culture…and Culture Affects Leaders!” This book should be on that shelf that contains your most valued books between your favorite book ends.

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When Purpose & Passion Turn Into Ambition

Posted in Uncategorized by Dr. Byron L. Ernest on January 16, 2020

bad blood coverTwo new friends of mine recommended the book, Bad Blood by John Carreyrou, to me. We were discussing recent top reads and this great book was one of theirs. My top read that I recommended at the time to them was The Power Broker by Robert Caro. Interestingly, for two books written at very different times about very different people, the through line was very similar: two individuals who obtained power and then craved power and then abused power.

Caro_powerbroker_bookshot-e1551201329792As I always do, when given a book recommendation, I asked what I was going to learn, or get out of reading the book. Both of my friends told me I would get a lot out of what happens when winning the ultimate prize of wealth and notoriety becomes more important than anything else. They also said I would get much more out of it based on my professional and policy making life’s contextual lens. Boy were they right!

The book reads like a well-written novel, not what we think a well-researched non-fiction book (which it is) would read. I mean that as a compliment. I did not want to put it down. Amazingly, the real events played out much like a thriller novel. The big point of the book for me was how purpose and passion turned into ambition. This transition to ambition should be taken note of. This can happen very easily, and does: passion and purpose turning into ambition. When ambition took over, those involved, particularly Theranos Inc. CEO Elizabeth Holmes, shifted from creating significance to submitting to greed. Greed for celebrity, power, and money – a very dangerous combination. We have seen this happen historically and in current times with people who become larger than life. This book is an amazingly chronicled and written account that all should read and reflect on.

Obstacles Vs. Barriers

Posted in Uncategorized by Dr. Byron L. Ernest on October 30, 2019

Today at the 2019 iNACOL Symposium I got to thinking about the terms obstacles and barriers because a speaker mentioned we need to recognize they are not the same. Many times these terms are used interchangeably. As leaders, however, we need to look at these mutually exclusively. An obstacle is something that impedes or stands in the way of progress. Barriers are structures that block/bar passage.

In other words:

  • if it slows you down it is an obstacle.
  • if it impedes or stops you, it is a barrier.

Think about this: most of the difficult situations and circumstances we are presented in life are difficult because they present us with a difficult choice. We need to notice where we, or our organizations get stopped. Then distinguish whether you are confronted by an obstacle or barrier.

As long as you have options, your difficult circumstance is an obstacle; regardless of whether you use the options or not. Obstacles, most generally, require a change. Sometimes this involves a change we ourselves need to make. These can be tough changes. In the future we need to begin to notice where we get stopped and start taking time to distinguish whether we are being confronted by an obstacle or a barrier.

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?

What We Know, And Don’t Quite Know We Know

Posted in Adaptive Leadership, Growth Mindset, Leadership, Uncategorized by Dr. Byron L. Ernest on May 16, 2019

IMG_5683I finished a great book by David Brooks this past week entitled The Second Mountain: The Quest For A Moral Life. He used a phrase in the book that really intrigued me: “What we know, and what we don’t quite know we know.” I’ve written about not knowing what we don’t know before, but this idea there being things we don’t quite know we know is intriguing to me. At first I related it to being curious, but I believe it had more to do with our learned knowledge and experiences that give us knowledge and perspective about things yet to be learned.

“There are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns — the ones we don’t know we don’t know.” ~ Donald Rumsfeld, Former Secretary Of Defense

Case in point: this past week I was asked to research what we needed in terms of a website to market new professional development materials and services we have for schools to buy. At first I’m thinking, “I am so the wrong person for this!” I’m not a marketer, nor web development person. Then I started doing some research and got hooked up with a great resource at a web development company, who was happy to mentor me, fill in the gaps of my research, and help me develop the right questions to be asking back with the team.

What I found was, that while I did not have much (actually none) of the technical knowledge necessary for moving this project forward, I did have valuable user knowledge of what the website needed to be like. These were the things I didn’t know I knew, but by asking questions of the right people I was learning. I found I knew some vital things crucial to product success, such as:

  1. Making the website fast and easily navigated.
  2. Make it simple.
  3. Make the landing page in a way that hooks readers.
  4. Make it about solving problems.

Just understanding these things from my own experience using websites I was able to fill in the knowledge gap with the help of the website design gurus. No matter the scale, discovering your explanatory gaps is essential for innovation. An undiagnosed gap in knowledge means you might not fully understand a problem. That can hinder innovative solutions. To discover the things you can’t explain, take a lesson from teachers. When you instruct someone else, you have to fill the gaps in your own knowledge. A couple of tips would be to explain concepts to yourself as you learn them and engage others in collaborative learning.

Next time you take on something outside your current knowledge base, think about what you already know and what you don’t quite know you know. I’ll bet you know more than you think.

You’re Not a Fraud!

IMG_5200Impostor syndrome (also known as impostor phenomenon, impostorism, fraud syndrome or the impostor experience) is a psychological pattern in which an individual doubts their accomplishments and has a persistent internalized fear of being exposed as a “fraud”. This definition came from Wikipedia (retrieved 4/6/2019). To start this post I needed a definition to frame the discussion. The context for this post came from a discussion during one of our Indiana 3D Leadership sessions last year and I am just getting to it on the list of topics I want to blog about. We were discussing how sometimes individuals move quickly to different positions in schools for doing good work. These aspiring leaders were concerned, however, that sometimes they have some imposter syndrome symptoms and believe they might not be as good as others think they are. At first I wasn’t sure I was catching what they were pitching, but then in studying this I have found this really is real.

For example, a perfectionist sometimes falls into this trap. Think about it. The perfectionist sets lofty goals for themselves, tend to be micromanagers, or won’t delegate at all. Then, when things aren’t perfect, he is super hard on himself. This is also the person who had to have straight A’s and the highest scores in the class. I never needed to worry about this and am certainly not a perfectionist. My dad, conversely, was a perfectionist and actually it would keep him from getting things accomplished at times. I remember when he passed away back in 1988 I found several projects not completed around the farm because he was constantly working to make whatever it was perfect. I always said it was like the old adage “measure twice, cut once.” The problem was he kept measuring to try to get it perfect and never got the board cut. Make no mistake, I loved my dad and I respect him more than anyone, but we were very different on the trait of being a perfectionist. I’m not sure I have ever worried about being perfect a minute in my life and have certainly never worried if someone didn’t think I was perfect.

Sometimes people with this syndrome want to know it all. She never believes she will know enough. Remember, to lead a highly effective group or organization you do not want to be the smartest person in the room. Learning has to be agile. There are things we will need to know tomorrow that we don’t know today. Don’t worry about trying to second guess, just be ready to learn when the need arises (which will be always).

If you’ve ever experienced imposter syndrome you need to realize that you have gotten where you are for a reason. It may have been because of your ability to produce, chance, connections, or some other factor, and that is great. Go ahead and embrace your abilities, embrace what makes you different from everyone else, and play off of your own strengths and capabilities. You are not a fraud.

 

 

Community: Aggregating For Innovation

IMG_3385Last week I had the opportunity to be part of a webinar with Peter Block, author of Community: The Structure of Belonging, 2nd Edition. I already blogged once about this webinar hosted by  Becky Robinson at Weaving Influence in honor of the release of the second edition of this book last week. Click here to read, Why Does Community Matter?

During the webinar I had the opportunity to ask a question of Peter Block. My question was, as a public policy maker, how can we scale the use of community and convening of people to really solve the issues at hand; in my case in education? You can listen to Peter’s response to my question here:

This was such a deep and thoughtful answer from Peter, don’t you agree? I had to do some follow-up study to really get my mind wrapped around all of the thoughts he presented here. First of all, this idea of aggregation. There are so many ways you can use and think about the idea of an aggregate. Many times the aggregate is thought of as the whole, like a country, and then the community as part of that whole. Peter challenged me to think about aggregating as opposed to bringing something to scale. He said, “When I aggregate I bring big things and people together that do not need to be alike.” This was powerful and made me think about aggregates like components of a composite material that resist compressive stress. In other words, we need to aggregate people who are co-creating what education, in my case, needs to look like.

Peter was also very clear that legislation follows the innovation phases; you can’t legislate innovation. You innovate through experience. As I was putting this thought process together I realized the aggregation theory was so powerful because by aggregating we are developing by the merging of the differences of the people we are bringing together. Therefore, when we aggregate people together, we get a great deal of experiences to draw from. Peter also pointed out we need to make visible the people who are doing great and important things with the idea of replication. I believe an aggregate can also be made up of many different communities with diverse experiences. Across the country, we find a wide array of communities. However, when you put all of them together, we get an aggregate or the whole.

IMG_3386Then we need to begin aggregating for co-creating for education (in my case), and we then get people talking to each other.  I love the question that Peter suggested we should be posing when convening, “Who wants to participate with us by making it real for you?” Two other things I have learned from Peter Block are to always ask, “What can we create together?” and elected officials and policy makers need to be conveners and not problem solvers. I have always tried to take this very seriously and convene communities with no preconceived solution. This idea of aggregating really drove home the value in convening groups with a wide array of experiences and then valuing those differences – not being afraid of them.

As you can see, this was a very thought provoking webinar that caused a lot of reflection. Here is the entire webinar for you to watch:

 

Leadership Traits Of A Farmer

Screen Shot 2018-07-30 at 8.39.13 PMLast week was one of my favorite times of the year. It was the week of our county fair, Besides loving helping my son prepare his dairy show cows for the 4H and open shows, I love visiting with community members. My favorite visits, though, are with former students. It is like a big reunion. All of my former students are special, but I have one former student that always schedules some time to sit and have a very quality visit. I end up blogging about our visit every year. I value this time because I learn so much. He always wants to know about what is going on in my life. This year, like every year, he had advice, words of wisdom, and encouragement that I will use in my professional life. Click here to read last year’s post entitled I Have Paid For An Education With My Mistakes about Andy Clark. Andy easily makes it to the top of my list of most respected students. He has truly become an outstanding agricultural leader.

IMG_3330During our visit this year I became even more proud of Andy than I already was. He has done an outstanding job of improving, expanding, and innovating his family farming operation. As we visited I realized what a great leader Andy had developed into. The impressive part to me is that he continues to develop himself and grow professionally. He does not settle for status quo. We had the chance to visit for about five hours sitting at our cattle stalls and I picked up on six leadership traits that Andy has really developed and honed that would make many CEOs jealous. I’d like to share these traits with you here:

  1. Innovating – Innovation is a very important leadership trait. Andy has created different paths for producing for markets with specific needs. These specific needs offer a better chance at evening out the peaks and valleys of commodity marketing. Amazingly, once he has innovated in one area, he is already looking for the next.
  2. Resourcefulness/Adaptation – Andy clearly has a handle on looking for ways to improve efficiency, make use of byproducts, and reformulating to keep the farming operation on a progressive track.
  3. Managing Time and Leading People – I was so impressed when Andy was describing his plans he had recently put in place to retain and develop his employees. His wage/compensation plan has made it possible for him to retain and attract employees and have them where they need to be, at the time they are needed. A large part of his operation is in forage making for dairies. Anyone who has ever made hay or chopped silage knows you must harvest when the crop is right. Andy has developed his leadership skills for maximum employee efficiency. He understands that the achievements of our workforce are crucial to the successful delivery of strategy.
  4. Financial Management – Every dollar saved in expenses is a dollar that directly benefits the bottom line. While expense control is time consuming and tedious, great farmers spend the time to reap the benefit. Living expenses, equipment and machinery purchases, decisions related to using contracted services (like custom chopping of silage), spending habits, areas where can you cut back, and investments that aren’t the best ideas today. These can be the differences between breaking even, losing money or just eking out a profit. Andy knows to the exact penny what it costs to produce a bushel of grain or ton of forage.
  5. Attention To Detail – During our visit, Andy pulled out his cell phone and began to give me a tutorial lesson on JDLink™. This allows Andy to see critical and timely information about his machines, online, and better yet, on his cell phone. By using the MyMaintenance™ app, he is able to move data to and from his machines – easily, securely, and wirelessly. This enables Andy to support his machines and employees, thus keeping the operation running smoothly and efficiently. We talk a lot about SMART Manufacturing and Industry 4.0, but this is truly Agriculture 4.0. Andy is on the pioneering side of using it.maxresdefault
  6. Growing Professionally – I don’t think I know anyone who is constantly learning to the extent that Andy Clark does. He was like that in high school – always studying something and thinking about the next thing he might want to do. He’s like the farmer version of Curious George®. Andy stays connected to knowledgeable sources of the latest information and innovations. He is very interested right now in robotics and wants to be a pioneer in the use of robotic equipment. The bottom line is that Andy is motivated to learn – a characteristic of a great leader.

As you can see, Andy Clark has developed into quite farmer and leader. Every year when I visit with him I become prouder of him and more impressed with him. We are planning to get together before another year passes and I hope we do because I learn and grow every time I have the opportunity and sit and visit with Andy. Do you have leadership traits that you need to develop and hone?