Po Bronson's new book Top Dog takes on the how's, why's and who's of competition. If you're an advocate of competition, whether in sports or in business or in education, it's an interesting read on why some people tense up under…
Usually my morning runs take me around the blacktop trails near our house, but up at the lake, we're experimenting with trail running. The paths wind in and out amongst meadows, ponds and woods, sometimes grassy, sometimes weedy, and sometimes…
Co-active coach Cynthia Loy Darst kicked off the ICF Midwest Coaching Conference, “Breaking Boundaries,” by asking us to think about the differences between boundaries, bariers, and limiting beliefs. Here’s what my table came up with:
Boundaries that we set ourselves can be extremely healthy. For leaders, boundaries can:
- Help us know when to say yes and when to say no
- Create healthy workplaces for ourselves and for those we lead
- Define our goals in purposes in ways that allow us to move forward
In contrast, barriers keep us from doing things. They can be external, whether imposed by others, by society, by circumstances, by prejudices, or by very real factors such as professional standards or our own health concerns or constraints on time or money.
Leaders need to examine barriers by asking questions such as:
- An accountability test for science is given to students with disabilities via computer voice. The computer mispronounces words such as “wind” and “lead” so that question meanings are changed. And students can’t adjust volume once it is set, even though portions are so loud that they pull off their headphones
- Late in the year, teachers are asked to add a specific read-aloud to their curriculum to prepare for a school-wide event. Not only will it keep some teachers from finishing key curriculum units, but as they preview it, several do not believe it is age-appropriate
- District-wide cuts in school office staff hours are made without consulting office staff workers. Turns out, several key personnel will not be in the office during the traditionally busiest weeks of the year.
All three of these situations are the result of two common leadership imbalances:
Last fall, I did a tremendous amount of reading on the Common Core State Standards (CCSS), the uniform standards being adopted by nearly all 50 states in the US, in preparation for my newest book, Leveraging Differences, coming out from…
A. Complained about “so much to do, so little time…”
B. Thought, “We should be spending more time on this…”
C. Realized you rushed through a book, article, conversation, or ___, and aren’t sure what it was about…
D. Felt a strong desire to sit still. Very still. Very far from that always-buzzing smart phone…
E. All of the above?
While you probably don’t have full control of your life, you are constantly making choices. And those choices may be rushing you as well as those you teach or lead. Here are three good resources for slowing down just a little.
I once saw a great leader, a camp counselor, up in the Boundary Waters of Minnesota. Canoe on shoulders, pack on back, she’d just stepped knee-deep in a portage mud hole. No cries of “Yech” or “Why are we doing this?” Nothing but an cheery call to her campers, “Hey, it’s softer on the left side than it looks, so try the right. I’ll be back to help in a minute.”
Optimism, perseverance, trust that the 13-year-olds she led could keep moving through the mud without her at their side, and a spark of enjoyment through it all–she was modeling all of those as a leader.
But to model those kinds of priorities, one has to be intentional. and be aware that others are watching.
I’d like to suggest a twist on it for those whose decisions affect children in our public schools:
“Would you want your own child in a classroom following these policies? How would you have fared as a student?”
For one thing, this simple data item–our own values around a policy–would halt debates on topics such as “Do students benefit from recess?” “Should a first-grader be asked to sit still for a three-hour test?” I think we could answer these with the question, “Were you ever a child?”
But more important, we need to have students as excited on their first day of their senior year as they are on their first day of kindergarten.Why? Because their learning has only just begun. To really make it in today’s world, no matter what they learned in school, they will have to keep learning their entire lives. Cultivating a love of learning is as, if not more, crucial as any content matter.
The Golden Rule, Do unto others as you would have them do unto you, can be a bad leadership move. Not everyone likes the things you like, sees things the way you see things, or approaches change the way you approach change. The Platinum Rule is far more effective, far more difficult for leaders to follow:
“Treat others in the way they would like to be treated”
Set aside thoughts like, “People don’t always know what is good for them” or, if you’re in education, “Students would only opt for fun.”
Instead, ponder the findings of my colleagues Linda Kirby and Nancy Barger. Their book The Challenge of Change in Organizations flowed from their research involving over 2,000 people. Their summary:
Reality Testing—your capacity to see things the way they are rather than the way you wish them to be—is one of the top key components of emotional intelligence (EQ) for effective leadership. And if you still think that EQ is the touchy-feely, unimportant side of leadership, get this: It’s more predictive of leadership success than IQ or experience. It counts. And I seem to be seeing less and less savvy Reality Testing in leaders, especially in connection with regard to implementing “initiatives”—new strategies or programs designed to bring about change. Instead, I hear things like
“In this economy, they simply need to do more with less.”
“Every initiative is a priority. They need to figure out how to get it all done. Period.”
“ I have no say. These initiatives come from above and we have to carry them out.”
Sound familiar? As I worked with teams worldwide last year, “initiative fatigue” was what I heard, what I saw in people’s eyes. They’ve brought you in to get us to do even more, described the general mood. Douglas Reeves coined the term initiative fatigue in his book Transforming Professional Development into Student Results (2010):