Two Things Companies Serving K12 Ed Need to Know

In my shift from public to private sector I have been considering several differences as well as what is essential for companies serving K12 education to know and understand. I've boiled it down to two (2) things.

From my perspective these are what I have come to appreciate and expect from those I did business with.

Number One: Relational Capacity

Relational capacity is all about trust!

Trust building and trust capital are derived from building and sustaining relationships. For me, I came to know and trust the motives, intentions, character, integrity, genuineness, and sincerity as well as the counsel of individuals representing myriad companies and their products, services, and solutions over my tenure as superintendent.

Over time, relational capacity led to reliability, dependability, and trust that products, services, and moreover, individuals would authentically meet the needs of our school system. I can’t emphasize loud enough that trust capital is built over time - it is never instant or automatic.

Number Two: Social versus Profit Mission

Superintendents and educators are not “meat on the hoof”. If Superintendents or other educators are viewed as “game” to be hunted, companies and individuals miss one of the most critical understandings about those who choose to serve public education. That is, educators are driven by a "cause beyond oneself”. They have a social mission - engaging and leading “the” work - making an enduring impact and difference on and in the lives of young people day in and day out.

My experience with most, if not, all companies serving the K12 space is that they do in fact have mission statements and even visions of making an enduring impact through their services, products, solutions and etc. The difference is that all too often the “profit mission” or the need to make a sale trumps the lofty aspirations of a company.

The profit mission more often or not conveys a lack of sincerity, genuineness, authenticity, and transparency. It feels like the sale is what matters. By the way, I believe it is relatively easy to see the difference between social and profit mission driven people especially in sales.

Please don’t get me wrong here.

I am fully aware and appreciate that companies need to be profitable. We need companies that are constantly and consistently partnering with schools and school systems to provide solutions through products and services.

My point is that social mission driven companies corporately and individually view schools and school systems differently in their behaviors.

Social mission companies and people build relational capacity resulting in a high degree of trust capital – both ways. For me, trust capital translated into truth telling, approachability, critical as well as crucial conversations, authentic and transparent feedback always with the intention of growing, leading and contributing to the greater social mission so important to serving America's children.

It Really Can Be This Simple

Recently, we were visiting with friends discussing myriad events as good friends do – current as well as past. I’ve always enjoyed listening to diversity of opinion, thoughts, and comments as well as offering a few of my own.

I shared I was in the middle of revisiting and writing about the school effects research specifically related to the educational attainment of those "in" and "at" risk. I’ve learned through experience that poverty – rural poverty is one of the most egregious forms of poverty with little or no relief or hope.

Risking offending some, it is very difficult to separate poverty from race in our country. This is not an epiphany or revelation. Poverty irrespective of geography creates lasting, generational cycles that are very challenging to break. Education has proven a significant factor correlated with breaking the bonds of poverty.

Even as a powerful and proven factor, much work remains.

What we have learned, however, is that a combination of powerful, proven strategies, conviction, commitment, and courage can produced consistent, constant, and long lasting impact.

From my perspective and based on experience, the school effects research provides clear understanding and foundation for not only school and school system leaders but for policy makers that are authentically and sincerely committed to “learning for all”. I have made this a centerpiece in each of the school systems I was honored and privileged to lead because I believe in the behaviors not just the words.

I temper my passion about the utility and effect of the correlates with this reality – “the learning for all mission is an inside out proposition”. That is, you can't mandate or legislate this mission or force from the outside in. If you could, we would not continue to fall short of our aspirations, goals, and intentions to achieve universal proficiency of the most basic of skill sets or knowledge sets. Inside out versus outside in – a lesson we continue to fail to learn.

Previously, I have written about two of the seven factors or correlates of effective schools – A Climate Of High Expectations for Success and Clear and Focused Mission. The third factor, Safe and Orderly Environment, is one that has significant meaning for me.

I believe that before schools and school systems can produce the desired and expected educational outcomes that the learning environment must be “free” of behaviors that impair, interfere, or contribute to an unsafe, insecure place for learners as well as teachers. My belief is based on the findings of the school effects research and the results of applying the research in classrooms, schools, and school systems.

Schools and school systems that out perform their demographics consistently and constantly have a safe and orderly environment. They are serious about creating the conditions for teachers and learners to be successful. They are committed to eradicating inappropriate behaviors as well as reinforcing and affirming behaviors that build efficacy in students and adults alike.

The Safe and Orderly Environment correlate became more than theory when I first learned and implemented Make Your Day (MYD). Going on 20 years of using MYD, I refuse to “box” it in as a program. Rather, it has and will remain a framework and process for creating and sustaining a safe and orderly environment.

My training as a pre-service and early career educator was in William Glasser’s “Control Theory” and Lee Canter’s “Assertive Discipline” underpinned with a lot of behavioral modification and theory. What would become clearer about my philosophy and practice of classroom management as well as administering discipline as a high school assistant principal was that there really was little or no consistency within and throughout a school with respect to behavioral expectations let alone the consequence of any/all violations. I count myself as guilty of the inconsistency. Then came MYD.

A proactive model and approach to “preventing” as best as possible the types of behavior that create an unsafe environment for children as well as adults. The framework and subsequent training has proven itself over and over again as effective and efficient. A key word - accountability! More on this next week.

The MYD framework answers the “how” question with respect to creating and sustaining a safe and orderly environment. Admittedly, MYD works when the adults are committed to modeling the very behaviors we expect and require from students. It is not only eradicating the undesirable behaviors but providing a process and expectations for the desired and expected behaviors of a civil society albeit in school or in the community.

We allow and tolerate certain behaviors often dismissing the antecedents of the more egregious acts. This is not a child or “kid” issue - it is an adult issue. This is where I believe MYD becomes invaluable. MYD is a comprehensive strategy for creating as well as sustaining a culture not just an environment that is safe and orderly for all.

Safe and Orderly environment comes first. Adults cannot expect a child – any child to learn when the environment is not safe as well as orderly. Though my intent was not to spend time advocating for MYD, the proof is too compelling.

For me, MYD provided the vehicle for a safe and orderly environment that in turn was responsible for unprecedented teaching and learning improvement and academic gains. It is worth serious consideration.

Make Your Mission Real - Live It!

Getting back to the school effects research, creating and sustaining a climate, a culture of high expectations for success is but a first step in our work to ensure each learner meets or exceeds school, district, state, national or international standards let alone a parents best hopes for their child.

A key finding by the researchers was that no one factor or correlate independent of the others could make the enduring difference to achieve "learning for all." Rather, it was the interdependency as well as interaction of the correlates that resulted in the constant, consistent, and latitudinal effect and impact.

In my experience as a school and school system leader, I found that the climate of high expectations for success allowed me to confront individual as well as collective values. I could honestly and candidly, ask, “Which of our students are not worthy of our very best?

Though it is and continues to be politically incorrect to answer the aforementioned question with anything less than – “they are all worthy of our best”. However, in many cases, behaviors and words don’t align. In fact, I recall hearing a high school student tell me when I was on campus one, “I can’t hear the words of the adults here because their behaviors are so loud”.

Certainly a topic for another day –

The school effects researchers were careful when asked to rank order in terms of import and utility the correlates. I have personally heard several times the story told by Dr. Larry Lezotte of a conversation between himself and Dr. Ron Edmonds about which correlate or factor was the most important. Without divulging their response, I offer what Dr. Lezotte told me, “The question of which correlate is most important actually serves to begin a much greater discussion, conversation about equity, purpose, commitment, values, and behaviors”.

Consider the correlate, “Clear and Focused Mission”. The school effects researchers found that schools and school systems that consistently and constantly our performed their demographics enjoyed a shared understanding and commitment to “why” they were engaged in this work as well as a deep and profound awareness and understanding of their responsibility to each learner – not just those historically successful – but “all” and “each” learner irrespective of socioeconomic status, race, ethnicity, gender, or etc.

I am reminded of all the time, energy and resources expended on creating lofty mission statements that no one in the organization could really explain – they look nice, sound great, but ...

As a superintendent, I often visited schools with mission statements prominently placed and would ask principals, teachers, and students to explain the schools' mission. I would challenge them to tell me in three (3) words or less their mission statement reasoning that most statements are too long and therefore lose meaning, utility, and import - though well intended.

This provocative question posed to me by Dr. Lezotte many years ago still resonates today –

“If you were accused of ‘living’ your mission, what evidence would be presented to convict you of such an accusation?”

Every school, school system, business, and company has a mission statement.

How many live their mission? How many are mission driven?

“Mission driven” akin to Rick Warren’s work “The Purpose Driven Life” is predicated on clarity, commitment, and congruency. It’s not the words that matter but rather our behaviors and actions.

Some educators get really nervous when asked such questions about mission and purpose especially when it is personalized. Unfortunately, the lack of keeping and proactively answering for a personal commitment to a mission inclusive of all learners is in part, why we have failed to achieve the best hopes of, for, and by an education.

The school effects researchers found in their findings a collective commitment to the proposition that each and every learner was not only worthy in words but deserving of the behaviors, decisions, and intentional actions of educators to do whatever it takes to ensure their success.

Mission statements are powerful and this is as it should be. The real power, however are in the behaviors that bring to life the thoughtful, intentional words. It should be of little surprise then that a clear and focused mission would correlate with student learning and achievement. Live the mission!

Applies to Both Worlds - Education and Business

Creating and sustaining a climate of high expectations for success for each and every learner originating from high expectations for success of self is not limited to education and educators. I was strongly reminded by a former Board of Member and friend who sent me a text the other day that irrespective of public or private sector vocation or occupation, high expectations for success of self is about character and integrity.

High expectations for success of self are not about setting unrealistic standards that teeter on a pursuit of perfection. High expectations for success of self include a commitment to excellence – not perfection. The pursuit of excellence is about humility and a deep, profound passion for learning.

Learning is continuous and requires intentionality. We must respect as well as embrace learning as constant. To do so, depends on our attitude and appreciation for situations, circumstances, challenges, conflict, and yes, moments where we fall short or fail.

John Maxwell states it best, “Wisdom comes from learning and improving in the wake of your mistakes.” For leaders, high expectations for success of self are not running from or avoiding mistakes. Rather, it is learning from them that create greater capacity, confidence and competence in the skills, knowledge, and experience to lead.

Strong leaders, effective leaders learn. They never think themselves better or somehow above those they lead. They believe, as Maxwell penned, “Everyone has something to teach me; every day I have something to learn; and every time I learn something, I benefit”. Companies and organizations that are led by individuals with such a mindset have high expectations for success of self. Moreover, these leaders surround themselves with like spirited and like-minded individuals that stretch, challenge, and model high expectations for success of self, their leader, and those they lead.

A climate of high expectations for success is more than an attitude. For example, the school effects research found that a climate of high expectation for success also included anticipating, adjusting and adapting instructional strategies when learners were not successful - not just blaming the learner for not learning.

This finding has significant import and utility in the private sector.   Far too often a fiscal bottom line short circuits or disrupts necessary processes to reflect, review or learn resulting in actionable root-cause analysis of a failed strategy, action, or decision. A climate of high expectations for success places a premium on learning that as the school effects research concluded shifts culture and behavior individually and collectively.

I believe we know such companies and businesses. We see them, hear them, work for them and most importantly experience them through product reliability and performance, commitment to customer service and satisfaction, and more. These companies and businesses are rewarded with brand loyalty and increased profitability that in turn create even better products and services for us to use.

When we trace back the steps, strategies and etc. these companies took to be successful, I am confident we will find high expectations for success of self as a common thread shared by their leaders and staff.

Best of Class: High Expectations - the first step

Best of Class: High Expectations - the first step: I was asked resultant from previous posts, “ what’s the big deal about the school effects research?” I couldn’t have asked for a better ...

Best of Class: High Expectations - the first step - here's why!

Best of Class: High Expectations - the first step - here's why!: Creating and sustaining a culture and climate of high expectations for each learner and learning begins first with high expectations of s...

High Expectations - the first step - here's why!

Creating and sustaining a culture and climate of high expectations for each learner and learning begins first with high expectations of self.

There are so many educators who exemplify the very best of this incredibly challenging and rewarding profession.

They expect the utmost from self day-in and day-out. They take their work, their craft seriously and sincerely. They wrestle with the reality that if their students aren’t successful they are not successful.
These educators are extremely critical of self and take full responsibility when a lesson’s objectives are not met. They don’t make excuses nor to they affix blame on their students or someone else. They own their work and thoroughly delight in the success, growth, and maturity of each learner in their care.

Sadly, these are not the educators critics of public education have in mind. These are not the educators our policy makers consider in policy decisions. No, these individuals are berated and beaten down by individuals, groups, and etc. that, if I may be so bold, have little or no sense of the depth of character, commitment, and passion expended on behalf of learners - all learners.

These are also not the individuals my comments are directed at especially related to creating and maintaining a climate of high expectations.

The school effects researchers were clear in their findings that schools and school systems that out performed the erroneously perceived demographic limitations of ethnicity and economics consistently and constantly practiced high expectations for each learner emergent from high expectations for self.

Expecting less than from any learner feeds into the belief that some children are not worthy of our very best every day, every hour. Creating and sustaining a culture and climate of high expectations is intentional. It is based on an unwavering commitment to the pursuit of excellence - not perfection. It requires individual and corporate courage to not accept mediocrity or any form of compromise when it comes to preparing, planning, implementing, monitoring, measuring, adjusting or correcting instruction and learning.

High expectations fundamentally build upon the construct of self-efficacy. Differing from self-esteem, self-efficacy is about knowing one can perform, complete a task and be successful. Caring adults that stretch, challenge, support, encourage, guide learners fuel learner-efficacy - truth telling about effort and performance. Efficacious learners certainly experience setbacks and shortcomings but do so with the full knowledge that is temporary not permanent.

Efficacious learners demonstrate grit and perseverance and don’t easily give up or in to a challenge. They are more willing to take risks and try more challenging and difficult learning tasks because they have the full knowledge their instructors are in their corner.

Efficacious learners are the result of efficacious teachers who are in turn motivated by experiencing learners being successful as a result their guidance, instruction. This in an interesting cycle - learner efficacy interdependent on instructor efficacy - both reinforcing one another.

Interestingly enough, efficacious learners and instructors actually build leader efficacy.

Creating and sustaining a culture and climate of high expectations requires leadership with vision, passion, a sense of mission, and an unwavering commitment to what is good, right, and true – not what is easy or without conflict – high expectations is the first step.

High Expectations - the first step

I was asked resultant from previous posts, “ what’s the big deal about the school effects research?”

I couldn’t have asked for a better question for our time. The school effects research is foundational to many, if not, most of the contemporary practices in education.

In fact, the much maligned "No Child Left Behind” legislation (in title only) is emergent from the “Success for All - no matter what it takes” call to arms that Dr. Ron Edmonds, Dr. Larry Lezotte, and Wilbur Brookover championed as a result of their research.

Their research and findings were seminal for educators that were deeply committed to learner success irrespective of race, gender, age, socio-econmoics, or level of educational attainment by their mother.

The findings paved the way for deeper, more enduring research centered on not just the politically correct “all means all” but the practical reality that all learners could , should, and would be successful if educators, school and school system leaders, and policy makers would focus their energy, resources and efforts on those variables that they have significant influence and control.

The school effects research provides not only focus but clarity to educators that continue to lament about the influences of poverty. Though significant and daunting, Edmonds, Lezotte and Brookover revealed that the challenges of poverty in and of itself were not insurmountable as determinants of a learner’s level of educational attainment.

Further still, the power of the school effects research were not limited to the initial findings. The undeniable power of the school effects research is that it continues to be validated quantitatively and qualitatively - daily.

For over 40 years the body of evidence continues to grow validating the initial school effects findings.

Yet, minimized at best and ignored at worse, educators and policy makers are not conversant with the school effects research. If they were, our educational system would be the envy of the world. Sadly, we’re not - our literacy, our mathematics, and etc. performances continue to lag behind international standards let alone the standards we have set for ourselves.

Looking at just one of the findings -High Expectations - reveals our shortcomings. The school effects research found that high expectations for “every” learner was highly correlated with schools that outperformed their demographics consistently and constantly.

I believe this factor or correlate is all about our beliefs, values, and perceptions about learners that drive our practices.

Next time, I will dive deeper into “high expectations” from both the research and my own experience as educator.

Just Thought You Should Know

During the genesis of alternative theories regarding the origin of human kind, Herbert Spencer published an essay “What Knowledge Is Of Most Worth” (1859).  The contents, commentary, and perceived impact of this essay are available from myriad perspectives – albeit contemporary’s of Spencer as well as historians.

Spencer coined the phrase, “survival of the fittest”.  He is also associated with moving Darwin’s theory of natural selection into the areas of sociology and ethics.  This untested theory and adaptation has had and continues to have influence on policy, programs, and practices today – especially in our classrooms and schools.

Exacerbated by the infatuation with narrowly defined accountability models, the social science that influences the imposed limitations upon children based on ethnicity, race, socio-demographics, and etc. has been empirically refuted.  Yet, the power of erroneous assumptions and interpretations from social sciences literally goes untested every day.

This does not have to be that way!

Spencer asked and answered in that 1859 essay, the knowledge of most worth “is the knowledge needed to pursue the leading kinds of activity which constitute human life” (p 13 UNESCO: International Bureau of Education, 2002). Spencer’s philosophy of education was based more on the practical application of learning rather than just an acquisition of knowledge. Sound familiar? 

The premise of Spencer’s question is as important today as it was in the 19^th century.  That is, what knowledge is of most worth to learners especially within the context of virtually unlimited access to information via the Internet?

Certainly the now much politicized Common Core is but one in a series of attempts to answer Spencer’s question today.  It is not my purpose to add to the noise convoluting the impetus, intention, and import of Common Core. 

Rather, my purpose is to re-contextualize Spencer’s question within the body of research known as the School Effects Research or better known as the “Correlates of Effective Schools”.

From my perspective identifying the knowledge worth knowing is akin to the emperor without clothes.  Without a universal understanding and commitment to “all” learners successfully mastering core competencies, we will continue to fail the present as well as future generations of learners. 

Such a commitment will provide the necessary adult motivation and empowerment to “do whatever” is necessary to ensure all learners are successful.

Unfortunately, commitment to such a proposition is more about political correctness than the moral, ethical, and legal mandates to do so.  This is where the school effects research becomes so critical.  Educators as well as policy makers ignorant of this body of research are severely disadvantaged.  Moreover, educators and policy makers alike with this knowledge gap significantly impair learners daily subjecting them to the tyranny of low expectations and misguided practices and antiquated instructional practices as well as misreading and misdiagnosing learner motivation to name just a few.

What is needed is a “reset” of our educational foundation.  We must set aside untested theories and embrace the research that empowers educators, school and school system leaders.  Every individual, currently in education or in preparation to enter this noble and just profession must be conversant in the school effects research.

Next week – the Correlates of Effective Schools.

It Didn't Take Long

I have taken time to step back from thoughts, comments, and observations about education to “move all in” on my “next” adventure.  However, I was prompted by colleague to get back at what I love and what I dedicated over thirty years of work to accomplish.  Here goes ...

I couldn’t help but consider the EBOLA situation, the myriad questions raised about leadership, our health care system, safety, trust, and their implications to less lethal but nonetheless significant threats to our nation, states, cities, neighborhoods and to millions of Americans.

Notwithstanding the reality that anything can and will be made political, we have witnessed some very interesting decisions and indecisions.  All of which engendered myriad reactions – it’s not over yet as I am confident that there will be more.

Though argumentative, comparing EBOLA to anything is akin to “crying wolf” or being opportunistic.  Yet, what will it take to finally focus – be consumed – and do whatever it takes to ensure that each child is literate?  Imagine if the energy, effort, and yes, fiscal resources being marshaled to address EBOLA were leverage to eradicate illiteracy?

As devastating as EBOLA is as well as what it represents in terms of a pandemic, we will figure it out.  I am confident that in spite of missteps, mistakes, and in some cases negligence, we will figure it out.

Truth be known, we already know what must be done to eradicate illiteracy.  We know what works.  Of further insult, other countries have figured it out leaving daunting questions about “why not” America? 

I have for several years advocated as well as applied the findings, the continuing work, and passion of the school effects research and researchers (Lezotte, Edmonds, and Brookover).  Their efforts to clarify as well as refute the findings and self-serving interpretations of the Coleman report are as important today as they were in the late 1960’s and early 1970’s. 

For those not familiar, the Equal Educational Opportunity (1966) aka the Coleman report – was used by policy makers and others as “proof” that families not schools were the determinant factors of an individual’s educational attainment and success.  Simply put, pundits and policy makers concluded from Coleman, “schools didn’t matter” as schools did not control enough of the factors/variables to overcome family background or the backgrounds of other students in school. 

The social, economic and political backdrop of Coleman provides context for many of the interpretations of the report and this is as it should be – it was a very challenging time in our history.

But, the legacy of formal and informal policy and practice still in motion today teeter on blatant ignorance as well as intentional disregard for the body of research that has again, and again, and again empirically proved that race, ethnicity, gender, socio-economics, and etc. are factors but are not insurmountable with respect to the educational attainment of learners.

In the weeks ahead, I will share several salient points of the school effects research as well as introduce (in some cases reintroduce the work of Lezotte, Edmonds and Brookover) within the framework of one driving question – “why not, America?”

Best of Class: Recently ...

Best of Class: Recently ...: Over the past several months I have logged a lot of air miles experiencing a lot of interesting situations, locations, and people.  I have...

Recently ...

Over the past several months I have logged a lot of air miles experiencing a lot of interesting situations, locations, and people.  I have also refined a lot of my personal preferences and habits related to getting to and from the airport, navigating check-in, TSA, gates, on and off boarding, seat selection, and etc.

I prefer to sit in an aisle seat followed by a window seat with only “if” absolutely the last seat on a plane - the middle seat.  I like the ease of getting up without having to disrupt, interrupt or inconvenience anyone else plus after a flight I like to stand and stretch.

Recently, I was only able to secure a middle seat – “was I excited!” with just a hint of sarcasm.   Short of pouting, I sucked it up and accepted I was going to sit in a middle seat. Figuring I would just plug in and make the best of it.

As pre-boarding began I noticed an individual approaching the gate with prosthetics on both legs.  I didn’t really think much more about it until I was on the plane and approached my seat.

As I got to my row and looked to see who was sitting in the window seat, it was the individual I had seen at the gate.  My pity party was over for sure.  As I took my seat, I commented that he must be asked all the time what happened that resulted in the loss of his limbs.
He said, “all the time.”
I asked, “military?”
He said “no".
“What happened?” “if you don’t mind me asking”.
He said, “not at all”.

For the next couple of hours, I listened, asked questions, and listened more as I heard this incredible story - tragedy turned triumph - a story that must be told.

I was not expecting to meet Lou Figueroa - a courageous individual and learn about his incredible story of human determination, faith, transformation, and hope.  The loss of his legs and the process of recovery leading him to travel the world to share lessons learned and raising awareness to reduce or eliminate any other person from experiencing what he has.

There is no way I can share the depth of our two-hour conversation.  You will have to visit Lou’s website (http://loufigueroa.com/) or better yet reach out and follow his journey. Lou’s unique combination of an amputation above one knee on one leg and one amputation below the knee on the other has created a very unique situation. One prosthetic that contains a microprocessor and one that doesn’t.   Again, you really need to visit his website to grasp, in part, the challenge he faces daily.   

Each step Lou takes must be intentional - purposeful and with thought.  He must constantly balance the mechanical, the artificial with his natural moving parts.  Those of us with both our natural legs don’t even give a second thought about taking a step let alone intentionally thinking about walking up or down a set of stairs, navigating uneven terrain, or etc.  We just walk.

How many of us ponder, consider and act intentionally with every step taken - literally as well as figuratively?

It is easy to act without thinking.  We spend a lifetime developing patterns of thinking and acting in an almost robotic or unconscious manner.  The intentionality that Lou expends with every step is more than just movement.  It’s about balance.

The calculus of intentionality as well as balance requires not only thinking - but understanding the “what” and “why” of ones thinking about every step -

• Where am I going?
• Why do I want to take it?
• What is the purpose of this step?
• How long will it take me?
• What’s the weather?
• What type of step do I need to take?
• What is the surface I will be stepping on?  Will it change or remain the same?
• Will I need to speed up or slow down?

These questions are seldom asked or contemplated for any length of time for those of us who have our natural legs but Lou has challenged me to “think” about each step I take – intentional and balanced.

Decision Making - more than a process

Now that I have taken my first steps to the “next”, I spent some time this past week reflecting upon lessons learned about decision-making.  The most important lessons I learned were from mistakes I made.  Teetering on argumentative, I made some great decisions, several good decisions, an occasional bad one or two, and a few really poor decisions.  In each, I learned and have the scars to prove it.

More often or not what separates good decisions from bad decisions is not necessarily the decision itself.  Rather, the defining element in good from bad decisions is process.

Leadership can be seductive when it comes to making decisions.

As a young leader there is a temptation to believe that what you think, see, here, and say is “right”, “good” and “true” – most if not all the time.  You’re the leader, right?

Early in my career I was fortunate to be surrounded by some very wise, patient, and selfless individuals that would offer their insights, thoughts, opinions, or perspectives on issues, problems, or concerns without my asking.  Though I don’t believe I was that smart, I had enough sense to listened.  Over time, I would begin to intentionally seek, ask, and trust perspective.

What became and is true today is that you must be intentional to see an issue, problem, or etc. from different viewing points – truth is, this is not easy.  We carry mental models and experiences that often get in our way and obstruct our ability to objectively see from all angles.

Lesson one – learn to appreciate and embrace diversity of thought, experience, and perspective especially if they are contrarian to yours.

I will disclose that I absolutely cringe when I hear the “let me play the devil’s advocate” card.  As a history major I actually know where the phrase came from and what it represents – look it up – no one really wants to play that role.  However, I have no hesitation or reservation with examining an issue, problem, concern, or proposed course of action from all angles – again – diversity of perspective and experience is critical.

I should also disclose that “lack of time” is not an excuse for rushing a decision.  I used to tell students when they had violated a school rule or district policy that required disciplinary action that I reserved the right to change my decision if “new” information came to light that was not available at the time of making a decision. I would also share that with parents as well.

Interestingly enough, I can only recall one or two times where new or different information did in fact come forward that led me to change or reduce a disciplinary action.  When it did it happen, it was amazing the response from the student and her/his parent.  I did not box myself into a corner with “I am right, no matter what”.  A mistake many new or young administrators make – the corner is lonely place to be especially when you are wrong.

Lesson two – never box yourself into a corner – be decisive in your decision but reserve the right to change your mind if the facts change.

A final thought this week has to with the underpinnings of both lessons – empowering others and humility.

I believe that as a leader it is critical to empower others by giving permission to offer without solicitation perspective, opinion, thoughts or etc.  Honoring and valuing their insights and inputs builds a sense of ownership for decisions as well as modeling collaboration.

The second underpinning is humility.  Decision-making requires an understanding that you will make mistakes – it happens.  As we have learned, it is how you respond to making a mistake that matters more!  Learning requires reflection.  Stepping back from an errant decision requires discipline and a commitment to self and others to learn.

Lastly, as tempting as it is, you can’t “throw others under the bus” for a poor decision you've made.  Don’t play the victim.  You are the leader.  Turn a poor decision into a learning opportunity for self and others.

More Often Or Not - It Comes Down to Context

I recall the first time I was challenged with the difference between a point of view and a viewing point.  A point of view being heavily influenced by “mental models” – several of which are untested and a viewing point being influenced by “viewing” from a different perspective.

Having grown up in arguably “the best of two worlds” – near the ocean and near the mountains, our family routinely would take drives to enjoy the beauty and wonders of nature.

Climbing from sea level to thousands of feet we would look at the ever-changing landscapes, terrain, vegetation, and “views” corresponding with our ascent.  I was curious about how rivers changed in size and intensity the higher we went.  It would be years later while hiking that we would discover their origins being amazed at the innocents of either glacier melt or snowfall resulting in some of the largest rivers sojourning towards the ocean.

My viewing point of rivers literally changed by physically viewing the river from different elevations. Simply, my viewing point of rivers changed with the change in perspective. 

Viewing points are context.  How staff within an organization view the “work” – current reality, problems, challenges, issues, accomplishments, successes and etc. are determined by their perspective or viewing point.  We get this!

Collectively, however, we have not done a very good job considering context when it comes to “change” and “changing”.  Moreover and as it relates to implementation intelligence, context if often assumed – a fatal error!

The absence of awareness as well as understanding of context is further compounded by those external to the organization.  Organizations and companies have viewing points or context that may or may not be accurate.

What do we do?

The simple answer, ask questions!  Lots of questions!

The theory of action I believe that sets as well as clarifies context is:  What + Why + How = Results

What are we trying to solve, improve, or change?

What is the goal or aim of …?

What is the purpose of …?

What are our expectations for …?

What are the results we expect, require of …?

What is the alignment of … with our strategic goals, aspirations, plan?

What is the alignment of … with our core mission, vision?

The “what” questions should directly lead to “why”.  If you recall, the answer to “why” must resonate, connect deeply with the core values of the organization as well as each individual – my favorite “why” question is “Why are you engaged in this work?”

The "what" and "why" create or clarify context for individuals and the organization.  Too often the excitement of the power of "how" creates a gap in awareness and understanding - both of which are critical to how.  A good example is the exponential explosion of technology in schools.  One explanation as to why "technology" has not produced the promises or envisioned results is that in most cases, technology as remained a "what" never shifting to a "how".  The failure to establish or clarify context has in many cases prevented results.  Teetering on over simplifying, learning is the "what" and technology is a "how".

Context matters!

It deserves our attention through intentionality.  Asking questions, seeking clarification, ensuring as many viewing points are considered and addressed are starting points for raising awareness, support, and actionable intelligence for implementation success.  

Culture + Climate + Context = Growth

Much has and will continue to be written, discussed, and debated about the role, influence, importance, and impact of culture in and on an organization.  Climate and context have equally been studied especially with respect to employee well being.  However, it is the integration of culture, climate and context that now more than ever are key to organizational growth and ultimately organizational success.

Here's why -

For the purpose of my discussion, I operationally define culture, climate, and context as:

·       Culture is both subjective and objective elements that can be summarized as the organizations values, norms and ways of behaving;

·       Climate consists of perceived as well as real organizational practices; and

·       Context is the organizational structure or configuration including work groups, workflow, reporting and span of control practices, and formal communication practices.

Lately, a lot of attention has been given to the transition of "start ups" from launch to profitable to scale.  What is of great interest is the "how" to maintain the excitement, enthusiasm, energy, focus, motivation, creativity, risk, and innovation to name just a few characteristics or traits of a start up through the transition. 

What intrigues me about the transition is one the most common misunderstandings of change and change management.  This is, if change is viewed as episodic, event driven, or need driven, the energy, effort to "ramp up" and deliver change creates more challenges that it solves.

What we have learned or should have learned is that change is constant.  As such, shifts in thinking about change and the change process are critical to the success or failure of an organization - their brand and brand deliverables as well as managing the brand experience.

The landscape is literally dotted with companies, institutions, organizations and their leadership that failed to accept that change is constant - continual.  Teetering on over simplification, the myriad examples studied reveal three common factors missing.  They are the presence and practice of anticipating, adjusting and adapting.

Organizations or businesses capable of anticipating, adjusting and adapting (A cubed) thrived while those that didn’t struggled eventually losing market share or worse – their existence.  Once a “nice” to have – A cubed is an essential component for organizational vitality. 

One example of the capability that A cubed produces are companies and organizations that have or are shifting to being proactive rather than reactive. They are intentional.  They are thoughtful. They are constantly and consistently learning as well as growing individually and collectively. They invest time in building an individual and collective mindset of “why not”.  They challenge themselves through stretching their imaginations, their creativity, and the design as well as innovations by, of and for solutions.  They embrace change as a core function and thus are positioned to thrive let alone survive.

A cubed shouldn't in anyway be reckless or irresponsible.  Rather, when an organization has shifted their individual and collective thinking to "change" and "changing" as natural and organic to the organizational culture, climate, and context they minimize errors or mistakes that are irreversible.

·       What are the assumptions that individuals have about the organizations mission, vision, and core values? Are the words and behaviors congruent?

·       What is the level of personal responsibility let alone organizational responsibility to hold one another accountable for making and keeping commitments?

·       What is the risk tolerance?  Are individuals or work teams affirmed and validated for creativity and innovation?

·       What role does learning play?  Do we take time to learn individual and corporately from what doesn’t work?  Do we study the “whys”?

·       How does fear impact individually and organizational performance?

·       What role does sarcasm play in our organization?

·       Are there patterns of negative, destructive behavior that have become normalized?

The aforementioned questions are not exhaustive but do reveal what individuals “think” as well as “interpret” that shape, influence, and impact individual and organizational behavior.  Without question we all have points of view on the culture and climate of an organization. 

Yet, it may be the context or “viewing point” we have that provides the opportunity for individual and organizational learning and growth creating the conditions necessary to integrate culture, climate and context for success.  

Next week – Context Matters!