"Different" begins with Permission

I was struck the other day with the title of Liz Wiseman’s "Rookie Smarts: Why Learning Beats Knowing in the New Game of Work”.  So much so, I had to stop what I was doing and begin reading it.  I wasn’t disappointed (nor will you).  

I have long been a proponent of “learning and growth” versus “mastery and cruise”.   As an educational leader I have serious issues with educators at all levels that have chosen not to “continuously” learn. 

How can you espouse life long learning when you don’t practice it?

Einstein’s definition of insanity comes to mind - "Insanity: doing the same thing over and over again and expecting different results."

Learning is a first step towards “different”.

Learning requires taking risks. Learning requires humility. Learning requires vulnerability. Most importantly, I believe learning requires “permission”.

Why?

Permission is a deliberate step or action albeit given by self to self, or by or to others. It is the granting of approval, consent or authorization to name three of the actions. Though permission is often implied it is not always “allowed” particularly when the goal is “different”.

Leaders especially those leading change must be deliberate, purposeful, and unwavering in voicing “permission” to learn. Creating and sustaining a culture that places a premium on all “learning” begins with “permission” accompanied by modeling.  

Who is the lead learner in your organization?

In several situations during my tenure as a superintendent I needed to communicate “permission” to learn. We needed staff to suspend or at least place on hold previous learning. We needed to reset the “what”, “why” and “how” of learning to drive “different”. 

In education, “different” also requires “permission” to stop.

Permission to learn “different” is a first step toward organized and systematic abandonment of antiquated, inefficient and ineffective programs and practices. Without permission, “insanity” becomes the bane of our existence. Moreover, those who are most dependent on us for their learning will be failed - again!

How difficult is it to give “permission” for different?

Not difficult at all – in fact, it’s pretty easy.  Consider,

If I knew … then I would able to …

If my staff knew … then we would be able to …

The heart of permission in education must be framed by a reality that we already know more than we need to educate all learners to high standards. It is down the sober reality of how do we really feel about the fact that we haven’t (Dr. Ron Edmonds).

I suggest that the lack of progress, improvement, and ultimately results are directly correlated to the presence and practice of “permission” – permission to learn – permission to stop – permission for different.