#SH302: Three Keys to Organizational Growth

#SH302: Three Keys to Organizational Growth

by | Dec 3, 2017 | #SH302, Leadership, Learning to Lead, Organizational Growth

Either you’re growing or decaying; there’s no middle ground. If you’re standing still you’re decaying ~Alan Arkin

Remember to SeRVe when Experiencing Organizational Growth: Service, Risks, Vision

“Growth” is a common word used to reflect a new success or recent achievement. Likewise, it means to develop something or oneself further than previously established. The measures reflecting growth are detailed and nuanced and can range from profit margins to obtaining new clients. Great companies, the ones we either desire to build, lead, or be a part of, not only grow, but they maintain a relationship and sensitivity to the people they employee. We love the mantra, “customers first,” but love Wegman’s philosophy “that if we take care of our people, they’ll take care of our customers.” Wegmans is known for its employee scholarship program and the relationship it develops with its workers. So how do great companies stay driven and focused on achievement while maintaining a human connection with employees even in times of growth? You can easily recall the answer to this by remembering: SRV.

Stay in SERVICE to the people. One way to stay connected with people is to make sure that you’re serving their needs by investing in them. To do so, leaders must know what motivates each individual intrinsically and find ways to develop them as people.

Invest in them with opportunities to serve in new ways. From renown author John Kotter to Bain & Company, one suggested asset of any organization is the discretionary energy put forth by your best employees. This energy bears fruit and makes the company inspirational enough to yield results well above its competitors even when the competitor is drawing from a similar pool of applicants has access to the same resources. One way this is achieved is to truly mold the job to fit the intrinsic motivation of the worker, and not the other way around as it’s typically done. This means that the leader is aware of the natural motivators that each employee has and creates opportunities for each employee based on those interests.

Expert Advice: Author, Eric Garton of Time, Talent, Energy says that “perhaps the most transformational thing a company can do for its workforce is to invest in creating jobs and working environments that unleash intrinsic inspiration. This is the gateway to the discretionary energy that multiplies labor productivity: An inspired employee is more than twice as productive as a satisfied employee and more than three times as productive as a dissatisfied employee.”

Invest in them by developing them as people, not just as workers. We know that it’s common to talk about people as “human capital.” After all, people are an organization’s most important asset. But it’s only fair to talk about people this way if you’re referring to making an investment in your human capital and not as if the people are a simple commodity from which to draw. With that said, great leaders know that they have to develop their people to stay ahead of growth and to ensure that people are prepared for a changing landscape. This also means investing in people to support their personal interests that might be on the periphery or even different from their current role in the organization. Growing people grows the organization, and supporting the development of your people, even if it’s not directly aligned to their role, makes for a stronger, well-rounded, and happier person because they see the leader as someone who cares about them as a person, not just a worker.

Expert Advice: Andy Fleming, author of An Everyone Culture: Becoming a Deliberately Developmental Organization says that “it turns out that relentless focus on people, on developing everyone in the organization, leads to an organizational culture designed for adaptive change.”

Take RISKS before the stakes are too high.

Great organizations know that even as they grow, it’s critical to stay agile and flexible, acting like a startup even as a large company. One thing that startups do well, by the nature of being a developing company, is they take risks with product and people development. Larger companies can’t afford to do this when they are well into a project, which is why it’s important to take risks early during the initial stages of a project. Another thing that startups do well is they make incremental adjustments so that they don’t have to experience massive change all at once. They constantly tinker with what works so that innovation is a process and not an end result.

Take early risks with product and people development. Mark Zuckerberg’s Facebook is known for it’s early days of taking risks and making changes that might “break” the system, which Zuckerberg supported. Later, after Facebook grew to a point that it garnered Zuckerberg the title of “Top 10 Business Visionaries,” he still proclaimed the need to “break” the system, but in smaller sample sizes, making changes to user accounts on a small scale to test innovations. The point is that no matter what size the company may grow to be, it’s still important to take risks, only these risks have to be in the early stages of a project or on a smaller scale than when the company was just getting started. This goes for people development too, making sure that people are taking some risk with developing their skills, even if it doesn’t pan out to major gains in productivity, as long as the focus is on learning and moving forward.

Expert Advice: Srini Pillay, author of Tinker, Dabble, Doodle, Try, posits that “in our rapidly changing world, our traditional way of thinking about risk assessment is inadequate for business strategy and decision-making. More than ever, learning new techniques and tools will help us achieve better outcomes in this era of dramatic and disorienting change.”

Make incremental adjustments. Making incremental adjustments and reviewing the work at every stage prevents organizations from having to take massive action when in the production stages of a project. This means having a review process similar to what Ed Catmull describes in his Creativity Inc. as he unveils the creative process used by companies like Pixar and Disney Animation. The point is that nothing should go into production without a series of review processes that allow for incremental changes to occur during the initial stages of a project, not after the project is underway.

Expert Advice: Ron Ashkenas, author of Simply Effective, says that “if you have specific areas of the business that you want to grow or improve, ask a team to conduct rapid-cycle 100-day experiments to test new ways of working. Most important, make it explicit that failure is acceptable as long as something is learned.”

Keep a steady eye on the VISION.

A common word associated with vision is power — the power of certainty and the power of anticipation. A company’s vision is powerful and is something that is constantly being pursued with a belief that it will be achieved. In order for the leader to serve others and take risks, people within the organization must stay focused on the vision and that starts with the leader. Establishing goals along the way to support and serve as guideposts is vital to staying on track.

Establish clear goals that directly align to the vision. There are reasons that vision statements become lip service or simply ornamental sayings on walls. Too often the vision becomes blurry because the destination is too far away. The leader may have clarity and even may communicate it regularly, but incremental goals are vital for the everyday work. Clear goals establish incremental targets, allow for short term wins, and add “light” along the path.

Expert Advice: Professors and authors, Chip and Dan Heath of Switch tell readers “we’re interested in goals that are closer at hand — the kinds of things that can be tackled by parents or middle managers or social activists. We want a goal that can be tackled in months or years, not decades. We want a destination postcard — a vivid picture from the near-term future that shows what could be possible.”

Make connections between the employees, the goals, and the vision. Effective leaders create clear goals that people can actually see and believe. In turn, this can create an environment that recognizes achievement, which forges a relationship and connection between employees, supervisors, and the vision of the company. People desire a connection with what they do, who they work with, and what the company is striving to achieve. A clear vision broken down into smaller goals provides opportunities to recognize various wins and achievements along the way. This relationship creates a positive connection with the person’s work and  can yield tremendous results.

Expert Advice: Author Dr. Edward Hallowell of Shine describes the idea of “‘purposeful engagement’ and how it is synonymous with connection. Connection, both to a person and to an endeavor, is crucial because when a person connects with another person or a task, his mind changes for the better.”

Organizations desire to produce, develop, and grow. The challenge is growing while maintaining alignment with the values and principles of the organization. SRV creates a sensitivity to three key areas that reinforce the human side of the work to ensure that people remain at the forefront of success no matter how large the organization gets and no matter how fast that happens.

TheSchoolHouse302 is about getting to simple and maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Let us know what you think of this #SH302 post with a like, follow, or comment.

Joe & T.J.

References

Ashkenas, R. (2011). Taking risks in tough times. Harvard Business Review.

Hallowell, E.M. (2011). Shine: Using brain science to get the best from your people. Boston, MA: Harvard Business Review Press.

Heath, C., & Heath, D. (2011). Switch: How to change things when change is hard. Waterville, ME: Thorndike Press.

Fleming, A. (2016). The key to adaptable companies is relentlessly developing people. Harvard Business Review.

Garton, E. (2017). The case for investing more in people. Harvard Business Review.

Pillay, S. (2014). A better way to think about risk. Harvard Business Review.

#SH302: Routine Acts of Positivity: The Leader’s Challenge

#SH302: Routine Acts of Positivity: The Leader’s Challenge

by | Nov 5, 2017 | #SH302, Learning to Lead, Positivity

Attitude determines altitude ~Zig Ziglar

The challenges and rewards of leadership. Being positive is instrumental to the success of any organization, and it starts with the leader. If a leader wants a positive culture in the organization, she has to be the example first. Have you ever met a “leader” who is constantly complaining or moping around, feeling defeated and threatened, or, even worse, downright unhappy in the job? Even leading from a position of worry and uncertainty can have negative repercussions for culture. Maybe you have even experienced the leader who can’t commit to an idea because he constantly challenges new information, poking holes rather than being positive and finding opportunities. Why is this prevalent in organizations? Mainly because the challenge of leading an organization and navigating the daily obstacles is complex and almost always presents conflict.

Leadership guru, John Maxwell, reminds us that the definition of leadership is influence but the challenge of leadership is conflict. You can’t have influence without overcoming conflict. It’s that simple. But, leading through conflict can leave invisible scars resulting in a negative attitude, and that’s a problem. There are more ways to become negative than there are ways to lead with a positive attitude: dealing with the various personalities of your team is exhausting; daily unscheduled issues that arise can be debilitating. And so, there is no doubt that leading is hard, maybe harder than ever in the fast-paced environment you’re in. However, with the right mindset and the injection of positivity, leading is also incredibly rewarding. Bringing a team of people together to reach a common goal is energizing, and so it’s key that leaders stay positive and focus on the success rather than all of the obstacles. Amid all the challenges, stresses, and issues, embracing a positive mindset is possible through a simple idea we call RAP, or Routine Acts of Positivity. The premise is that great leaders need routines to be consistently positive, and no matter if it’s natural to you as a leader or not, you need strategies. Using the descriptions and tips below, you’ll build exactly the positive culture you want, which, again, always starts with the leader.

RAP: Routine Acts of Positivity

RAP#1: Leaders lift. One thing that the greatest leaders in history have in common is that they lift others. Lifting others can mean several things…improving capacity, increasing skills, accomplishing goals…the list could go on. Here, we define “lifting others” as providing others with kind comments and gestures that lift their spirits and infuse positivity into any scenario. As leaders, we have to be intentional with our efforts to remain positive, and where intentionality is critical, goal setting comes to the rescue.

Tip: Set Lift Goals — Try setting a “lift others” goal for the day whereby you plan to provide 10 lifts before the end of the day and one lift per scenario you’re in. You’ll find that it’s easy to do because it’s too often the case that you think of something nice to say that you don’t ever share.

Great leaders lift, mediocre leaders pull.

RAP#2: Leaders appreciate. Every leader should recognize that every person they come in contact has an invisible “S” on their chest screaming “make me feel special.” Why do we quit getting gold stars after the 3rd grade? It’s a mistake. We are never too old to appreciate or show appreciation. Showing others appreciation and gratitude has lasting effects on work productivity and performance. A study conducted by Glassdoor, revealed that 80% of workers are more likely to work harder when their work is appreciated (as cited by Brooks, 2013). Appreciation can come in all shapes and sizes but we say show appreciation for your boss, your employees, your coworkers, and your clients. Showing appreciation is distinguished from “lifting” because it actually means saying “I appreciate…” and then providing a specific thing that the person did that you appreciated. Remember, lifting others, while just as important, is about kind comments and gestures.

Tip: Reflect to Appreciate — Reflect on your day, each day, on the car ride home. At the end of the ride, take note of 3-4 things that people did that day that you appreciated. Shoot a text to the people you aren’t going to see the following day, and tell anyone you know you’ll see the following day, face-to-face, that you appreciated what they did the previous day. Of course we advocate for spontaneous appreciation but this tip will help you get into the habit of appreciating often.

Great leaders appreciate, mediocre leaders overlook.

RAP#3: Leaders celebrate. If you want a positive yet driven environment, you have to find a way to celebrate wins, early and often. This strategy starts with having clear goals for the team, but most goals are not realized until well after the critical work is done. That’s why it’s important to celebrate the process of getting to the goal, rather than just success once the goal is attained (Blanchard & Bowles, 1998). Early wins are the markers along the way that your team is making progress toward the intended outcome and the right place to celebrate. Leaders infuse positivity by recognizing when milestones toward the goal have been achieved, and that lets everyone know just how important the work is and establishes the right culture early.

Tip: Set Markers — For every goal you set, also determine the markers or milestones that matter as indicators that the team is on the right path. These are the places to celebrate, early and often, giving the team the sense of positivity they need to continue driving.

Great leaders celebrate, mediocre leaders ignore.

RAP#4: Leaders inspire. Unfortunately, people often describe their work culture as having “no hope.” They feel like the goals are impossible, the customers are relentless, the work is piling high, and there’s no end in sight. This lack of hope often stems from redundant work, work that gets interrupted, an inability to see a product, and often problems that employees have no say in solving. Leaders can inspire hope by allowing people to work with thought partners, in teams, as problem solvers, and by giving regular opportunities for input into company processes. In fact, the best leaders spend most of their time in the most important spaces in the organization, where the real work is being done, and not in an office. Providing creative outlets, and even time for employees to tinker with pet projects that excite them, inspires a general hopefulness about the work. Inspiration is really important for a positive outlook.

Tip: Value Innovation — Make sure that you communicate to your employees on a regular basis that you value their thoughts and ideas. Create a response system where everyone has say in how they work should be done. This could be through a professional learning team process or systems of support for people to engage with the work that they find most meaningful, joining the teams and committees of their choice (Kotter, 2014). The goal is for people to see that they’re adding value and that through the value they add, input they’ve been awarded, and feedback they’re permitted to give, they will have hope about the work they do.

Great leaders inspire, mediocre leaders bore.

Being a positive leader and creating a culture that recognizes and supports achievement is a decision that requires effort and a solid strategy. The four parts of RAP simply provide a model to ensure that positivity is a focus, each and every day. Goals are exciting to set and everyone enjoys achieving them, but it is the gap between the setting and the achieving where we need the most support and encouragement. Utilize RAP to build a culture of positivity and enjoy the success that unfolds.

Let us know what you think of this #SH302 post with a like, follow, or comment.

Joe & T.J.

Blanchard, K. & Bowles, S. (1998). Gung ho! Turn on the people in any organization. New York: Henry Holt and Company, Inc.

Brooks, C. Appreciation motivates employees to work harder, study says. BusinessNewsDaily, 2013. Retreived from: https://www.huffingtonpost.com/2013/11/19/appreciation-employees-work-harder-motivation_n_4302593.html

Kotter, J. (2014). Accelerate. Boston: Harvard Business School Publishing

#SH302: Leaders Who Listen — Four Nuggets of Wisdom that You Need to Know Today

#SH302: Leaders Who Listen — Four Nuggets of Wisdom that You Need to Know Today

by | Oct 8, 2017 | #SH302, Learning to Lead, Listening

Listening is a skill. Great leaders listen well and consciously develop their listening skills over time. Melissa Daimler, who led the Global Learning & Organizational Development team of Twitter at one time, tells Harvard Business Review readers that “listening can be a challenging skill to master.” However, she encourages readers to to try  three practical strategies to improve their listening skills: 1. Look people in the eye, 2. Create space in your day, and 3. Ask more questions. This is great advice for leaders looking to hone their technical listening abilities. Leaders have to practice active listening throughout the day to hear from the people around them and ask a variety of questions to understand the complexities of what people are facing. But, the value of listening transcends the skill of doing so.

It’s about the people. Listening attunes the leader to the inner workings of the organization. Leaders who surround themselves with the right people have a better opportunity to hear an accurate depiction of the culture. But, sometimes we have to listen through the noise to hear the truth and not just what the few have to say. Reeves (2009) says that volume, in decibels, is not always the same as volume, in terms of the relative number of people who are making the noise. Great leaders know that one aspect of listening is knowing what and who you should be listening to. The benefits are astounding.

Truly listening takes discipline. Listening for understanding takes time to master. It requires a collaborative spirit, which means that one outcome is an acceptance of new ideas. It’s a disciplined approach that allows leaders to listen for new perspectives that might contradict their own. This means that “pure listening is about letting go of control” (Brach, 2003). Truly opening yourself up to what is being said creates personal connections with people. These connections produce a window that allows leaders to see things they originally could not. Possessing this discipline as a leader is “a central competence for success” in any organization (Charan, 2012). This is the prerequisite to achievement.

Leaders know to listen. Our desire at TheSchoolHouse302 is to create a space where great leaders have the opportunity to share their thoughts to help others learn and grow. We are fortunate at TheSchoolHouse302 to recently connect with and learn from several leaders through our #onethingseries. Four powerful interviews prompted our focus on listening because all four leaders brought a unique perspective to the table when it comes to the importance of listening as leaders. We put these together into four important nuggets of wisdom that you need to know today to lead better and grow faster. They describe listening as a purposeful and powerful skill that directly impacts the organization, and, more importantly, the people.

#1. Know their context. Dave Telep, Director of Scouting with the San Antonio Spurs, tell our #onethingseries listeners to understand the context of the people they serve before passing judgement or making decisions — context before content. If you haven’t heard the interview, listen here. 

Tip: Knowing the context of another person means asking yourself key questions as you listen: What experiences do they have that shaped this opinion? Who do they associate with who might also share these sentiments? How can I respond with empathy? Pure listening, as described by Tara Brach, requires you to open up to what is being said and not attempt to “control what they are saying or try to impress them with what we are saying” (2003). It’s far more effective to listen openly to fully understand the context of the person and what they are saying than it is to listen to your own thoughts and ideas, ultimately controlling the conversation, while they are speaking.

#2. Hear what they are saying. When we interviewed Dr. Lilian Lowery, she shared that leaders have to go beyond listening to really hear what people are saying. She says that people make decisions with their hearts and minds and only great listeners can hear beyond the words that are being spoken to tap into the needs of people. If you haven’t heard the interview, listen here. 

Tip: One key strategy that Dr. Lowery was referring to in her interview was having several advisory groups to guide your thinking. Assemble the right people and then listen to what they have to say. Recognize that in many ways we are bound by our own perceptions and we need to hear not only what people are saying but also why they are saying it. Getting a diversity of perspectives is key to making the right decisions.

#3. Listen to build partnerships. Dr. Rob Rescigno, Dean of the College of Business at Wilmington University, tells #onethingseries followers that when you truly listen well, you can build connections. These connections turn into partnerships and new doors open whereby new heights are reached and greater success is achieved. If you haven’t heard the interview, listen here. 

Tip: Seek new people with whom to interact and listen to them. Great business people have tentacles reaching into every facet of their communities. They engage with new and diverse groups all the time and they truly listen to build partnerships. These newly formed relationships are often about what we can do for one another, which stems from listening to each others needs and responding with care and support.

#4. Follow others in your field. Listening also means following others. Principal-EL, internationally recognized educational leader, tells us that he continuously listens to those in the field. He shared how he follows Twitter’s #satchat as a resource to hear from educators from all over about the great things they are doing and gleans ideas and strategies to replicate in his school. If you haven’t heard the interview, listen here. 

Tip: Listening to multiple sources from a variety of platforms is critical. It’s important to remain humble and maintain a spirit of openness towards leadership lessons so we can learn from others, even from people we don’t know but whom are willing to share their story. Embracing a listening first attitude will equip us to lead better.  

Listening is one of the most powerful leadership tools there is, and when done well, the results are limitless. “When people don’t listen carefully to others they can easily make assumptions — too often the wrong assumptions — about what other people mean” (Crocket, 2017). These four  nuggets of wisdom come from intelligent respected leaders who know that leadership begins with humility. Listening to others starts with knowing that you don’t have all the answers and you need to hear what others are saying. Next time you’re in a position to listen deeply, be sure to explore the context of the speaker, really hear what they are saying, build partnerships and systems of support, and follow first to learn before leading.

TheSchoolHouse302 is about getting to simple and maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Let us know what you think of this #SH302 post with a like, follow, or comment.

Joe & T.J.

Brach, T. (2013, April). The sacred art of listening. Retrieved September 20, 2017, from

https://palousemindfulness.com/docs/sacred-art-of-listening.pdfCharan, R. (2012). The discipline of listening. Harvard Business Review.

Crocket, R. (2017). Listening is critical in today’s multicultural workplace. Harvard Business Review.

Daimler, M. (2016). Listening is an overlooked leadership tool. Harvard Business Review.

Reeves. D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.

#SH302: Leading for Energy and Enthusiasm

#SH302: Leading for Energy and Enthusiasm

by | Sep 3, 2017 | #SH302, Energy, Learning to Lead

Realizing Great Advice

Susan is in her fourth year as principal of Smithfield High. Although she feels that there is a great deal of work that remains to be done, she is excited about the school’s progress so far. All data points show improvement, morale is high, parent involvement is growing, and there is a noticeable positive vibe throughout the school, among staff and students. After a great teacher observation, Susan enters her office, sits back in her chair and reminisces on her first year, which she would characterize as extremely difficult.

She recalls her superintendent offering sage advice after she accepted the position: “Susan, we have the utmost faith in you. We believe that you have all the knowledge, skills, and abilities to turn this school around. This school was once the pride of our town and it needs to be, once again, a beacon within the community.” He then took a deep breath and said, “I don’t believe in micromanaging or even giving too much advice. But I will tell you three important truths that I’ve always led by. One, people don’t care how much you know until they know how much you care. Two, measure twice and cut once. And three, light is the task where many share the toil.”

Susan’s superintendent, originally a tradesman and vocational teacher, valued hard work, determination, and the power of strong collaboration. He then continued, “great leaders know that success is not random and change that we can control is precise and deliberate. Take time to truly learn the needs of the school, dissect the issues, build your team. When it’s clear, Susan, you’ll know when to take massive decisive action.”

Recalling those words of wisdom, Susan smiled and remembered how his advice and encouragement originally confused her. At the time, Susan was a seasoned administrator with eight years of successful experience as an assistant principal in two different and challenging Title I schools. She already had plans for Smithfield High and was confident that she could turn the school around. However, the superintendent’s words made her rethink her entry plan and she even reconsidered some initial ideas she wanted to implement. In fact, the superintendent’s words led her to a unique epiphany that her success would rely on her ability to blend the technical, skillful, even surgical efforts, with the emotional, passionate, and caring needs of the school.

A Marriage Between Hard and Soft Leadership Skills

Susan understood that knowing what needed to be done must be fueled by a common cause, common goals, and common desires. These combined efforts create enthusiasm, motivation, and ultimately energy. People need to be excited about what they are working towards and great leaders know how to build that enthusiasm toward student achievement.

Susan’s first year was difficult. The school was performing below the state average on the state assessment, student daily attendance was poor, and staff turnover was making any lasting change impossible. What made things even more difficult was that Susan was the fourth principal the school had seen in seven years. Staff had learned to rely more on themselves than any appointed leader. All of these compounding variables made resurrecting Smithfield a daunting task. However, Susan knew the ingredients of a successful schools, and she took note of what was done in those systems, and she had a calling to make that happen at Smithfield.

As a result, she set a very clear course of action that combined her previous success with the simple rules laid out by her superintendent. One, she established a tone of decency with care and compassion at the core that were married to high expectations for every staff member and every student. She knew she could not bulldoze or strategize her way into the hearts and minds of those she wanted to lead. Two, she committed to truly learning all the issues facing the school to blend the best tried and true practices with the unique needs of Smithfield. Three, she empowered the staff through strong collaboration and teamwork that was grounded in accountability. So, what was the result? Within three years the energy, enthusiasm, and excitement within the school was palpable. In fact, you could feel it after her first year.

Building a Culture of Care, Grounded in High Expectations

Leadership Assumption: Staff and students know you care.

High energy, successfully thriving environments are built on the knowledge, faith, and trust that the leader cares. This care manifests itself in all actions and decisions that become the foundation for trust. Susan entered a difficult situation that was exacerbated by high turnover for both teachers and administrators. Susan’s efforts would have fallen short if she simply didn’t take time to demonstrate care for students and teachers. As John Maxwell states, “Leadership is not about titles, positions or flowcharts. It is about one life influencing another.” And for Susan to ever begin influencing anyone, she needed to develop trust by establishing a caring environment.

To develop trust, Susan utilized two profound strategies that are too often underused and overlooked, she became curious and she listened. She demonstrated genuine curiosity about everything and everyone related to the school and she listened closely to the whole community. It almost sounds trite, but this allowed her to be receptive to new information and not presumptuous about what changes needed to be made. As a result, not only did she gain incredible insight into the needs of the school, but she also started to develop strong relationships with those who needed her leadership most.

The challenge is that a caring environment is not enough. A critical element that Susan combined with caring deeply was her high expectations. As Susan listened and gained insight, she found opportunities to paint a picture of what Smithfield could become and the hard work that was before them. These were dire circumstances and Susan took time and effort to ensure everyone was clear on where the school was heading and what it would take to get there, which led her to her next step, executing change.

Technical Tip: Building trust has neurological implications so what Susan did was quite scientific even if it sounds like a soft skill. Susan was exhibiting 2 of the 8 “management behaviors” identified by Paul Zak, founding director of the Center for Neuroeconomics Studies. She was inducing a challenge for her team at the same time that she was intentionally building relationships by expressing interest. She improved the energy in her school, and it wasn’t an accident.

Executing Change, Grounded in Specific Needs

Leadership Assumption: Best practices are one size fits all.

Susan knew that success is not canned and what works in one environment may not work in another. The key wasn’t in what worked in her other schools, but would work at Smithfield. She also didn’t want to make the mistake of simply initiating changes that the school community did not buy into. The last thing she wanted was staff to think that she would be another short-term principal with a host of ideas and initiatives that would be implemented by a leader that did not stick around to see the results. Knowing the delicate nature of implementing change, Susan ensured the changes and initiatives to be implemented were sound best practices that would be best for Smithfield in the long-term.

The notion of measuring twice and cutting once ensures accuracy, decreases waste, and ultimately leads to the desired result or product. Susan knew that her changes had to work for her own success, but ultimately for the school’s sustainable improvement. So, when Susan thought of how to increase the reading and math scores that were in the bottom quartile within the state, she knew a canned program wouldn’t be enough for any real success. It is people, not programs, that are the impetus for initiating and sustaining lasting change.

The challenge is blending the idea, initiative, or strategy into the fabric of the school. Fortunately for Susan, her early conversations introduced her to dynamic teachers who she ultimately relied on to implement the various initiatives. For example, Susan introduced a school-wide literacy focus. The reality was that Susan’s predecessor also rolled out a literacy plan, so the idea of literacy across the curriculum was nothing new to Smithfield. However, Susan’s literacy plan was built on the teachers not the program. She also chose two teachers to lead the charge, garnering the support of the whole staff, and ensuring fidelity of implementation. They used data to measure twice, and they used teacher-led strategies to cut once. This approach complemented her third strategy, which is truly the fuel for an energized environment.

Technical Tip: “One of the most critical tasks for leaders of change is communicating a sense of urgency. A sense of urgency keeps positive energy flowing and increases productivity” (Bunker & Wakfield, 2008). But, the energy from urgency has to be balanced with “realistic patience.” Susan knew what the data said about the school’s performance, and she used that to motivate change. With that said, there’s a paradox that great leaders recognize when it comes to change. She also supported the staff as the focus and not a new program, which showed that she was willing to be patient for the sake of sustaining the long-term change that comes when people are expected to make the difference versus expecting a new program or policy to drive the needed changes.

Empowering People, Grounded in Accountability

Leadership Assumption: Leaders know how to empower their employees.

Great principals empower their teachers, develop strong leadership teams, create a definitive action plan through collaboration, and then, most importantly, get out of the way!

Successful leaders know that it cannot be done alone and high functioning teams are the answer (Mankins & Garton, 2017). Great teams ensure that the leader’s vision permeates every layer of the school. Schools that possess positive energy have dynamic teams working in concert with the leader and with one another.

The beauty of empowerment is how it manifests itself among people. As former Starbucks CEO Howard Schultz explains: “People want guidance, not rhetoric; they need to know what the plan of action is and how it will be implemented. They want to be given responsibility to help solve the problem and the authority to act on it.” Empowerment enables individuals to be a part of the process and live out the successes and failures of the organization. Susan understood that despite the vast teacher turnover there were still committed teachers at Smithfield who were passionate about their work, their students, and the school’s success.

The challenge Susan faced was ensuring the teams she developed were clear on what they were working towards and how they were held accountable. The goal was to weave accountability both internally and externally. Internally among team members and externally regarding specific benchmarks and metrics that the school needed to meet. Empowering teachers creates synergy, and in order for success to ensue, synergy is paramount. Positive energy is formed through connectedness and the bonds that people have with one another when they experience a cycle of excellence, progress, and momentum (Hallowell, 2011). This energy is the result of people feeling a strong tie to their work, their colleagues, and the natural outcomes of care, deliberateness, and teamwork.

Technical Tip: “The foundation of every great team is a direction that energizes, orients, and engages its members” (Haas & Mortensen, 2016). Susan used a 4-D team approach for each team she put together. She created a compelling direction with strong goals, she maximized the diversity among the team members for a strong structure, she provided a supportive context with resources and a budget, and she created a common identity and solid understanding so that teams had a shared mindset (Haas & Mortensen, 2016). Susan’s teams were empowered because she knew the secrets to assembling them and the ultimate outcome was that each team infused energy into the whole school in a unique way.

It All Adds Up to Energy

Creating an environment with a noticeable positive energy is challenging. Filling any and all negative voids with positivity and enthusiasm is a result of true leadership (Gordon, 2007). Susan faced an uphill battle that required hard work, the willingness to build relationships, understanding the true issues, and relying on others to be successful. These are the ingredients for success and developing an authentic environment. Genuine positive energy in schools is not the result of one thing or artificial rewards and achievements. Energetic successful cultures stem from a concerted effort among a committed staff to teach and learn at a high level every day. Smithfield High continues to improve and strive for success with many areas that still need to be improved, but when you walk through the doors, there is no doubt that special things are happening.

TheSchoolHouse302 is about getting to simple and maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Let us know what you think of this #SH302 post with a like, follow, or comment.

Joe & T.J.

Bunker, K. & Wakefield, M. (2008). The balance needed to lead change. Harvard Business Review.

Gordon, J. (2007). The energy bus: 10 rules to fuel your life, work, and team with positive energy. New Jersey: Wiley.

Haas, M. & Mortensen, M. (2016). The secrets of great teamwork. Harvard Business Review.

Mankins, M. & Garton, E. (2017). Time, talent, energy: Overcome organizational drag & unleash you team’s productive power. Boston: Bain & Company, Inc.

Maxwell, J. C. (2011). The five levels of leadership: Proven steps to maximize your potential. New York: Hachette Book Group.

Schultz, H., & Yang, D. J. (2014). Pour your heart into it: How Starbucks built a company one cup at a time. New York: Hachette Book Group.

Zak, P. (2017). The neuroscience of trust. Harvard Business Review.

#SH302: Use this Simple Model for Motivating and Retaining Talented People

#SH302: Use this Simple Model for Motivating and Retaining Talented People

by | Aug 7, 2017 | #SH302, Learning to Lead, Organizational Leadership

“Appreciate everything your associates do for the business. Nothing else can quite substitute for a few well-chosen, well-timed, sincere words of praise” ~ Sam Walton

Every leader desires to create an environment where people feel appreciated and, in turn, value their work and the company they work for. So much has been said about employee motivation and retention, yet it remains a constant challenge that many organizational leaders face. Leaders are left confused and unsure how to create a workplace where people are simply enthusiastic about their work and stay in their roles. This month, we focus on motivating and retaining talented people for quality outcomes so high turnover and constantly trying to replace good people isn’t a point of frustration.

“A Gallup study of 7,272 U.S. adults revealed that one in two had left their job to get away from their manager to improve their overall life at some point in their career” (Harter & Adkins, 2015). So when 50% of people leave their job due to their supervisor, it’s important for supervisors to understand the actions necessary to retain staff so that turnover is not an issue. The problem is that when leaders think about turnover, they often refer to the actions they take after they have hired staff and not before or during, which is two-thirds of the game when it comes to motivating and retaining your talent. We offer a model for ensuring that your staff are the right people in the first place and then ready to go when they join the organization and need your support to grow, add value, and improve performance.

Leadership Assumption: Motivating our employees to improve productivity and retention is something we focus on for our current staff.

A well-known reading strategy that good readers inherently understand is called “before, during, and after,” (BDA) which refers to what good readers do before reading, during reading, and after reading a selected text. Simply described, readers who prepare themselves for the text of their choice by thinking about where they left off and what might happen next, who think during their reading time by summarizing and pausing to improve comprehension, and who then after reading reflect on the content of what they read, either fiction or nonfiction, have stronger reading success than those who approach a text as a singular experience. The fact is that the same is true for motivating and retaining staff. More of the motivation and retention happens before and during the hiring process than can ever happen after we hire someone to join our team. And, as Collins (2001) stated, if you have any inclination to micromanage someone, you’ve likely made a hiring mistake. We introduce a BDA model with 4 components in each so that hiring managers don’t make any critical errors in motivating and retaining key staff for organizational fitness and ultimate success.

Before You Hire

#1. Know the type of employee you want in general.

The first aspect of hiring new staff and motivating and retaining them is developing a set of key attributes that you want in every new (and existing) person in your organization. In other words, if you had to describe the personality of your desired candidate, what kind of person would you like them to be? These characteristics are not skills or technical expertise but rather general dispositions. And, they are critical to define for employee motivation and retention because supervisors won’t even be inclined to motivate and retain people who doesn’t match the personal attributes that the supervisor desires in her direct reports. We developed three that we think are the most important (and to serve as an example):

  1. A positive attitude. We are looking for people with a consistently positive attitude who see possibilities and who only view obstacles as challenges to overcome.
  2. A desire to grow. We are looking for people who crave feedback and want growth opportunities, both personally and professionally.
  3. A strong work ethic. We are looking for people who care to make a contribution by working hard every day.

#2. Know what you need from the employee who is filling the position.

The second aspect to consider before hiring that lends to motivation and retention is the key needs you have in any new position for hire or vacancy. These are the skills and expertise that you require your new person to have or easily obtain. These are not experiences but rather talents that people have and a track record and pattern of excellence in applying their talents (Gallup, 1999).  

#3. Have a clear vision and core values.

If you can’t explain your organization’s vision and core values in less than 30 seconds, they don’t exist. Employees are motivated by the WHY in an organization more than they are by money, fame, or the people with whom they work (Sinek, 2011). Your organization’s vision should be clear and communicated. Your values should be something that attracts applicants, which will also retain them since they joined the organization because of their moral compass and not just a paycheck.

#4. Communicate the role of the job — Posting.

The final strategy to use for employee motivation and retention before you hire staff is to ensure that the job posting clearly communicates the first three aspects above. The posting should not be generic. Instead, it should communicate the desired personality traits, the skills necessary for success, and the company’s vision and core values. Think of it this way…a generic posting will attract a generic candidate, but a specific posting will attract exactly what you’re looking for.

During the Hiring Process

#1. Go slow.

The first aspect of employee motivation and retention to consider during your hiring process is the speed at which you onboard a new hire. Most companies consider a vacancy with urgency and hire fast to fill the void. Bad idea. We say “go slow” when hiring. Slow your hiring process down to be sure that you’re getting the right person on the team. A fast hire might seemingly get someone to fill your urgent needs, and the work you’re doing yourself to fill those needs in the meantime, but imagine all the work you’ll do if the person isn’t a good fit and needs “endless rounds of feedback and a painful performance improvement plan” (McKeown, 2014).

#2. Be creative in your interview process.

When you’re hiring people who you need to be motivated and who you want to stay with your organization for the long haul, think differently about your interview process. The typical question-and-answer process isn’t good enough to scout talent. You need more than that with rounds of interviews, including group interviews, panel interviews, speed-dating-style interviews, and any number of first, second, and third rounds as you narrow your pool down to the very best person.

#3. Include a performance task.

People are motivated by the work itself when they feel confident in producing results. Never hire anyone before seeing the product of their labor. It’s best when you can see them in action, but when that’s not possible, it’s important to provide mock scenarios or request sample work products.

#4. Communicate the role of the job — Interview Questions.

At every step of the employee motivation and retention BDA strategy, we have “communicate the role of the job.” Before hiring, the communication comes in the job posting. During the hiring process, it happens through the interview questions. Too often, leaders have a set of interview questions that are used for every vacant position. That’s not good enough if you’re interest is in gathering the right intel about the person on the other side of the interview table. The questions themselves should be tailored to the role that you’re trying to fill in terms of the personal attributes, talents, and core values that you want the person to have. General questions about background and experiences can be gleaned from a resume but too often find themselves on the list of boring interview questions.

After You Hire

#1. Pressure + Support = Growth

You can’t put pressure in a system if you don’t have the supports in place, and you can’t begin to be supportive if you haven’t put the right pressure in the system to then support what you’re pressuring. Some leaders who think they are being supportive really haven’t applied enough pressure to support movement and are simply supporting the status quo. Even worse is the leader who applies pressure to people and then leaves them hanging without the resources and materials to do their jobs effectively. The result of a high pressure, highly supportive work environment is extreme growth. The equation works in that the more pressure you put, the more support is needed, and the more growth you’ll get. As much as humans seem to loathe change, growth and progress are two keys to happiness (Winfrey, 2015) and lead to real motivation and high rates of retention within organizations.

#2. Present + Praise = Productive

Leaders have to be present, really present, for the people they serve. We often confuse our service intentions with a focus on the customer, but it should be a focus on the people who directly serve the customer and usually the leader is not that person. We have to be present for our people if we want to be in touch with their needs. That means spending our time in their spaces and not in our offices or conference rooms. When you’re present as a leader, it’s easy to find quick moments to praise the work that people are doing. On-going and systematic praise are critical and people are motivated by the praise they receive from their direct supervisor. This model of being present and giving praise in the moment leads to productivity at a new level and productive happy employees are more apt to stay in their positions and work hard for the organization’s goals.

#3. Risk + Autonomy = Innovation

“Any sector of business depends and thrives on fresh, original thinking, taking chances, and exploring new ideas” (DiFebo, 2016). When you couple the freedom to take risks with the autonomy to do your job as you see fit, the result is innovation. Leaders have to support new ideas, the passion that individuals bring to the table, and a different way of doing business. When we encourage people to think outside of the normal business-as-usual constraints and we honor their individuality, we not only get highly motivated and loyal people but we garner new strategies, new products, and new processes for doing business from them. This makes all the difference in companies that flourish versus those who fail.

#4. Communicate the role of the job — Performance Appraisals.

The final aspect of employee motivation and retention for the people we already have on our team is our performance appraisal systems or, unfortunately, the lack thereof in some organizations who are missing the mark. When employees don’t get feedback, it can be disengaging. Even worse can be a system that isn’t aligned to the goals of the organization or is too cumbersome to understand or is too infrequent to matter. These three deadly sins of appraisals have to be avoided. Instead, appraisals should motivate people to continue on their path with guidance or to change directions. In any case, the appraisal system must continue to communicate the employee’s role long after they are hired into it, and it should support their sense of belonging through a refocus on their purpose each time you meet one-on-one. “These one-on-one meetings allow you to set goals and define how you want these goals to be achieved” (Olenski, 2015).

Let’s Meet Jacob…

Jacob is an eager 23 year old architect whose recent accomplishments include his graduate school diploma from Virginia Tech. He’s looking for a firm that he can call home so he’s job hunting, and he has the credentials and talent to be picky. During his internship, he set the stage, learned a great deal about the technical side of the business, and, most importantly, he learned how critical it is to feel valued as an employee. Now, as he looks at his options, he’s really paying attention to the core values and vision of the firms that are most intriguing to him. While searching their sites, he looks for clear communication and a true sense of purpose. His top pick  is loosely based on a video that one firm has posted on their website’s main page where the CEO addresses viewers about the company’s vision and their core values for doing business in a specialized field. This firm’s name is DesignTeam456.

Jacob has a lot to offer and any firm he applies to would be silly not to make him an offer, but he’s not searching for the biggest paycheck or fanciest package. He wants to make a name for himself through his contributions. He’s far more interested in the poetic freedom of design than he is with the prestige of a big-name firm so he’s not concerned about the size of the company. As he looks through the job postings, he’s searching for clear and specific responsibilities. He doesn’t even consider anything generic. In fact, it scares him to think about the jobs that don’t provide the details he’s looking for.

He submits a professional resume and work samples to three firms, including the one where the CEO made the video about his vision. In reflecting on his three experiences, Jacob liked the feel of the company that reviewed his samples closely, asked him to perform a task using some of their design software, and left ample time at the end of the interview for Jacob to ask questions.

His questions were about being able to take risks, a few ideas he had about how to land new clients, and flexibility with time–he wants to work from home one day a week, go to the gym in the middle of the day when possible, and work on his own personal projects when he isn’t slammed with a deadline. This was also the firm that, when they called him back, told him that they weren’t interested in him taking the job as a stepping-stone to something bigger. They wanted a committed teammate, and given quality performance, they would find upward mobility for his career. They even mentioned that performance appraisals would be tied back to his role and the contributions he’s making as an individual and on the team.

Jacob took the job with DesignTeam456 even though both of the other firms made him an offer as well, one of which offered a far better starting salary.

Getting to Simple

Managing people may be complex but it doesn’t have to be complicated. The steps above are not something that have to be out of reach for organizational leaders. It takes planning and preparation and the desire to motivate and retain top talent, which starts before and during the hiring process, not just with your current staff.

TheSchoolHouse302 is about getting to simple and maximizing effective research-based

strategies that empower individuals to lead better and grow faster.

Let us know what you think of this #SH302 post with a like, follow, or comment.

Joe & T.J.

Collins, J. (2001). Good to great. New York: HarperCollins Publisher, Inc.

DiFebo, V. (2016). The one thing every company gets wrong about innovation. Fortune 500.

Gallup. (1999). First break all the rules: What the world’s greatest managers do differently. New York: Gallup Press.

Harter, J. & Adkins, A. (2015). Employees want a lot more from their managers. Business Journal. 4.

McKeown, G. (2014). Hire slow, fire fast. Harvard Business Review.

Olenski, S. (2015). 7 Tips to better employee retention. Forbes.

PA.GOV. Before-During-After Reading Strategies.

Sinek, S. (2011). Start with why: How great leaders inspire everyone to take action. London: Penguin Books.

Winfrey, G. (2015). Tony Robbins on how to motivate yourself and others: The best-selling author explains his philosophy for achieving financial freedom. Inc.com.

 

 

 

 

 

 

 

#SH302: Determine Your Organizational Fitness Using R.E.P.S.

#SH302: Determine Your Organizational Fitness Using R.E.P.S.

by | Jul 25, 2017 | #SH302, Data, Learning to Lead, Organizational Leadership, Planning and Preparation, Principal Leadership

The concept of an organization that institutes a marquee business plan, guided by a mission that is distilled into goals, targets, and ultimately specific scopes of work, is not new. Successful schools and companies have mastered this concept, and many are seeing impressive results because of the initial planning and preparation that goes into the published plan. There is, however, an additional element of ongoing performance reviews woven into every great plan that might not be visible to an outsider’s eye. A disciplined approach to continual planning and preparation refines action, ensures optimal performance, and promotes real progress. We call for a process called R.E.P.S. to provide a model to monitor the fitness of any organization as they plan and prepare for future success.

So the question is simple: How fit is your organization?

To ensure overall fitness and performance, you must get in your R.E.P.S.  In the world of fitness, according to livestrong.com, “reps” refers to the the number of repetitions, or times, you perform a particular exercise within a “set.” Sets refer to the number of times you repeat your reps. These reps are critical to achieving results, and strength is often determined by the number of reps you can do in a set using a given weight or even how much weight one can lift during each rep. As in fitness, organizations need to perform R.E.P.S. so that each area of focus is constantly reviewed for improved performance and so that progress is being made toward the goals.

We use R.E.P.S. as a simple model for reviewing progress to sustain success in ways that some organizations fail to do once some progress is made.

  • Reflect
    • Reflect on the work being done to determine successes and failures
  • Evaluate
    • Evaluate why the program or initiative is or is not successful
  • Plan
    • Plan to make the necessary adjustments
  • Solidify
    • Solidify the plan by taking specific actions

Too often, both successful and unsuccessful organizations move forward, doing the work, without getting in the necessary R.E.P.S. This is a costly mistake made by many leaders who make the deadly assumption that hard work and busyness will equate to improved performance and progress.

Leadership Assumption: Hard work and busyness will equate to improved performance and progress.

As Collins (2009) puts it, in his How the Mighty Fall, there are a variety of reasons why successful companies fall, but one of the early warning signs is when the what replaces the why and success is confused with activity and not insight. Keeping R.E.P.S. at the forefront prioritizes a constant review of the work and ensures that the why is always front-and-center.

So what does using R.E.P.S. look like in practice? Let’s meet Adam Lee.

This past school year Dr. Lee’s school district saw impressive gains district wide. Are they where they think they should be? No, but they are making progress through improved performance. Dr. Lee attributes some of their early success to a constant and incessant review of previously identified targets to ensure that they are on track. Dr. Lee’s district, a medium-sized urban district where he is the principal of the only high school, implemented a new literacy initiative that his district put into place in his school to improve student performance on pre-determined literacy assessments. The district knows that literacy is linked to college and career readiness. Everything that the district and school does comes back to vision, mission, core values, and the enumerated buckets where they put all of their attention for school improvement:

  1. Classroom Instruction
  2. Student Performance
  3. School Climate

The district knows that principals have a direct impact on these three areas, and they entrust Dr. Lee with the curriculum and resources provided to him to oversee success in these buckets. Dr. Lee employs the basic strategy of R.E.P.S. to each of the these three areas to monitor the school’s overall fitness. For example, in the bucket for student performance, you’ll find the literacy assessments where the district would like to see stronger gains, hence their new programming. The goal is to improve student performance on district common assessments and on the state’s assessment. By utilizing R.E.P.S., Dr. Lee, along with his team, reviews the success of the program throughout the year. Knowing the variety of factors involved in determining the success of a literacy program, R.E.P.S. ensures a thorough and ongoing analysis of what was working, what was not, and why. Dr. Lee knows that it’s far more than just prior planning that goes into real preparation and sustainability of programs like the one the district initiated.

This past year, each marking period, the team reflected on how well the program was being implemented as well as how well the program was being received by those involved. The data gleaned from the program was evaluated and discussed. If necessary, adjustments were made to the original plan and the scope of work. And, the changes were solidified with specific actions. This means that they did four sets using R.E.P.S. as their model for each. The results were simple: Dr. Lee knew throughout the year if the literacy program was making a difference and the impact it was having on his students and staff. They reflected, evaluated, planned, and solidified. They knew from the onset that planning and preparing is not enough if it’s only done prior to initiating something new and not as an ongoing aspect of sustaining the initiative.

Planning and preparing is not a one-time deal. Rather, it’s an ongoing discipline to ensure that improved performance and progress toward goals are being made. R.E.P.S. provides organizations with a simple model and strategy so that key targets are being measured and met. That’s how great organizations stay fit.

TheSchoolHouse302 is about getting to simple and maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Let us know what you think of this #SH302 post with a like, follow, or comment.

Joe & T.J.

Collins, J. (2009). How the mighty fall: And why some companies never give in. New York: Collins Business.