6 important contradictions in life and work

Most of us find it difficult to simultaneously hold in our minds two or more contradictory beliefs. 

Nonetheless, sometimes one idea and its opposite are both true.

Here are several examples:

1. Plan carefully and persist in doing what’s important to you and to others, but be prepared to improvise because of unanticipated events. Plan, but hold those plans loosely.

2. Recognize the value of expertise and research, but also understand their limitations. Be open to new learning while simultaneously inquiring about the evidence upon which recommendations are being made.

3. Trust yourself, but ask respected colleagues and friends to offer their perspectives on your experiences and point of view.

4. Know that one person or a small group can change the trajectory of an organization, but don’t underestimate the power of systems and processes to affect what we think and do each day.

5. Conventional wisdom may offer guidance, but don’t unconditionally follow its dictates. In fact, make it a habit to surface and thoroughly examine the often unexamined assumptions that guide our lives.

6. Aim big. There are situations that require large, seemingly impossible goals to stretch us out of our comfort zones, but remember that such stretch goals are achieved and celebrated in incremental steps.

What contradictions would you add to this list?

“What looks like a people problem is often a situation problem”

I like ideas that absolve people of blame. That’s the most consistent theme in all of my work. I don’t like blaming people’s nature or behavior for things. I like blaming systems and structures and environments for things. — Malcolm Gladwell

I like ideas that cause me to question conventional wisdom, to think more deeply about my own often unexamined cultural assumptions.

Malcolm Gladwell’s perspective is just such an idea, one that I am willing to grapple with because of the respect I have for his work even though I don’t immediately agree with the idea.

Gladwell recognizes the influence of environment and of systems and structures, powerful forces that are often invisible to those who are profoundly affected  by them.

Chip Heath and Dan Heath extend that line of thought in this essay I first published in May 2010. 

“Shape the path” to influence change

“What looks like a people problem is often a situation problem.” — Chip Heath & Dan Heath

Chip Heath and Dan Heath explain the change process this way in Switch: How to Change Things When Change is Hard: “For individual behavior to change, you’ve got to influence not only their environment but their hearts and minds.” To explain their ideas they offer the metaphor of an elephant with a rider, with the intellect represented by the rider and emotions by the elephant. 

The rider plans and directs; the elephant provides the energy. They extend the metaphor by including “the path,” the situation or environment in which the rider and elephant find themselves. Leaders’ work, then, is to guide the change effort through clarity of purpose and direction, motivate the elephant by engaging people’s emotions, and “shape the path” to enable the desired performance. Previous essays described ways to affect “the rider” and “the elephant.”

To help us understand the power of the path, the Heath brothers ask readers to note how many times a day someone has tweaked their environment to shape their behavior (examples include lane markers on roads, the location of displays in groceries stores, and ATM machines that made it difficult for you to leave your card or cash).

The Heaths stress the power of culture and habits to shape behavior. “People are incredibly sensitive to the environment and the culture…,” they write. “Because we instinctively try to fit in with our peer group, behavior is contagious…. To change yourself or other people, you’ve got to change habits….” 

Noting that even small environmental changes can make a difference, they suggest “action triggers” in which you create a mental plan that includes a time and place in which you’ll engage in a particular action. “Action triggers simply have to be specific enough and visible enough to interrupt people’s normal stream of consciousness,” the Heaths note.

Chip and Dan Heath also suggest the development of habits and routines as ways to shape the environment because they create a kind of “behavioral autopilot.” In addition, they encourage the use of checklists to remind people of important behaviors that might otherwise be overlooked.

The Heaths use the phrase “rally the herd” to describe ways in which organizational culture and peer influence can be used to promote the desired behavior, citing efforts to promote “designated drivers” in the 1980s as an example of cultivating cultural influence to shape behavior. Meeting agreements and group protocols are examples of ways leaders shape habits and routines and cultivate high-performance cultures.

Ways school leaders might shape the path:

Meeting agreements: Establish meeting agreements (some people call them “norms”) that establish group expectations regarding meeting behavior (for instance, arrive on time and stay until the meeting’s conclusion, be fully engaged, and do not say anything outside the meeting you have not said in it).

Protocols: Use protocols to shape meeting behavior, whether the meeting is for the primary purpose of professional learning, problem solving, or decision making.

Action triggers: To establish new behaviors/habits, imagine yourself in a future situation doing a desired behavior. Trigger the behavior through a notation in your calendar, to-do list, or post-it on your bathroom mirror.

Take a moment now to…

• select one of the methods above to “shape the path” regarding improvements in your own leadership practice or for a significant change effort in the school community.

What’s the biggest problem in professional development?

What would you say is the biggest problem in professional development?

• Leaders do not provide sufficient time and other resources for it because they do not understand its importance?

• Teachers lack motivation for professional learning for a variety of reasons?

• Administrators and teacher leaders don’t know enough about effective professional development to plan and implement meaningful programs?

Here’s how I answered that question in May 2014, an answer that seems as valid today as it did then:

The biggest problem in professional development is…

The biggest problem in professional development is that administrators and teachers significantly underestimate what’s required to create the new habits of mind and behavior that are necessary to provide high-quality teaching and learning for all students.

One of the best and most accessible explanations of the challenges of shaping human understanding and practice is provided by Alan Deutschman in Change or Die: The Three Keys to Change at Work and in Life in which he explains that people are influenced to change through three linked elements he describes as relate, repeat, and reframe. 

Relate underscores the importance of sustained relationships that inspire and sustain hope and provide support.

That means that:

• Teachers work in teams rather than in isolation and are accountable to one another for continuous improvement rather than to district offices or state education agencies. 

• Teachers relationships exhibit high levels of trust and appreciation rather than distrust, blaming, and negativity. 

• Teachers speak with candor and courage rather than evading discussion of important issues. 

• Teachers are hopeful and energetic rather than victims of a “slow-death spiral” of distrust, anger, and stress.

Repeat means learn, practice, and master new skills until they become habits.

The cultivation of new habits requires intention, attention, and persistence across many weeks or months until mastery is achieved, a task often complicated by the tenacity of old habits. 

The development of new habits begins with an initial learning that explores new ways of thinking and acting. It continues with the repetition of those thoughts and behaviors (often in the face of opposition from people who prefer the old habits) until new ways of thinking and acting have become routine.

An example of what may be required for leaders to alter their own behavior—which is almost always a precursor to influencing the behavior of others—is provided here.

Reframe means providing new ways of thinking about a situation. Because established frames resist facts and reasoned arguments, deep-rooted beliefs and conceptual frameworks must be identified and altered to support desired changes.

Conceptual frames are the mental organizers we use to think about things. Our thinking, and hence our ability to change, is limited by these deeply rooted, beneath-the-surface system of beliefs and ideas. While often difficult to alter, frames can be changed. The process begins with awareness of the dominant frame and its influence on practice, and continues by identifying alternative frames that better serve student learning.

Strategies for promoting reframing can be found here.

Although Change or Die is not explicitly about education, it explains why well-intentioned innovations more often expire than thrive.

A problem, Deutschman says, is that leaders too often rely on relatively ineffective change strategies—facts (human beings are not as rational as we think we are), fear (at best it’s a short-term motivator), and force (there are many ways it can be resisted) to promote change.

Instead, successful change efforts in schools:

• offer a sense of hopefulness that student learning can be improved through a genuine sense of community and teamwork that supports the implementation of new practices (relate), 

• provide sustained learning with practice to enable the acquisition of new habits of mind and behavior (repeat), and

• enable the development of new conceptual frameworks aligned with the innovation (reframe).

Do you agree that administrators and teachers often underestimate the intensity and duration of learning that is required to meaningful influence thinking and behavior?

Finding our best selves in other people

We are usually happiest and make the biggest difference in the world when we most consistently act on behalf of our highest values, use our most important strengths, and treat others with respect—that is, when we are our best selves.

And the positive emotions associated with those experiences motivate us to be that best self again.

Our best selves can also be inspired by people who display qualities we wish to cultivate in ourselves.

Ask yourself: “What would [insert the name of a relevant person you respect] do in this situation?”

The answer to that question can guide us in becoming our best selves in times when those qualities are most needed.

Which people, near or far, inspire your best self?

Note to readers: I will be taking a sabbatical from blog writing during the next few months to refresh and renew. Best wishes to everyone for an enjoyable summer (or winter if you happen to be Down Under).

4 reasons why willpower is overrated

[O]ne of the easiest ways to conserve willpower is to make a behavior into a habit. When something is a habit, we don’t have to use self-control or make decisions; we’re on automatic pilot. I don’t use willpower to get up at 6:00 or to skip dessert or to post to my blog or to wear my seat-belt. Those are habits, so they happen without any conscious effort on my part. —Gretchen Rubin

Gretchen Rubin elaborates: “Some people say to me, ‘I want to learn to go through my day making healthy choices.’ And I answer, ‘No, you don’t!’ Every choice is an opportunity to make the wrong choice. Every choice is a struggle that requires willpower. Choose once, then stop choosing. Make important behaviors into habits, and save your willpower for complex, urgent, or novel situations.”

Many people believe that when they or others fail to achieve an important goal it is because of a lack of willpower. Or they believe that resilient people have more willpower than the rest of us.

But the effectiveness of willpower is vastly overrated. Here’s why:

1. Willpower is finite. That means that we can overwhelm its reserves when we try to achieve too many things that depend on it or to do any one thing that requires vast quantities of it.

2. The power of a compelling purpose can never be overestimated, particularly when that purpose is larger than self interest. Willpower doesn’t have a chance without such a purpose.

3. Habits and routines are in the long run far more effective in changing behavior. Once we have established a new habit or routine we no longer have to make a decision, as Rubin points out, which in combination with other such decisions, leads to willpower fatigue.

4. When willpower fails, as it inevitably does, we tend to attribute the problem to shortcomings and even to character flaws in ourselves and others.

What is your experience with the effectiveness of willpower in achieving important goals?

Our last good day

A hospice patient very near the end of her life after an extended illness told me that she regretted not having been aware of her last good day until it was well behind her.

That day went unnoticed because it was likely the same as many other days that also went unnoticed.

What she was sorting out for herself, I think, was that like most of us she had not really appreciated what she had until it was gone.

That conversation encouraged me to develop the habit of reflecting each day on the things for which I am grateful, a very simple exercise that draws my attention to the presence of many things I would otherwise take for granted.

Living in the moment with an awareness of appreciation requires vigilance and discipline.

Fortunately, when we drift away from the moment, as we inevitably do, each new moment is an opportunity to reclaim that awareness and gratitude.

What do you do, or might you do, to notice and appreciate the moments of your days?

Break the script of small talk

“Break the script” in some part of your life that has grown too routine. —Dan Heath 

Resilient people often “break the script” of expected behavior, which is a recommendation offered by Dan Heath In an interview with author Gretchen Rubin in which Heath encourages us to alter parts of our lives that have grown too routine.

One of the script-breaking practices he recommends is to “push beyond small talk with someone in your life.”

Heath adds: “When someone asks you ‘How are you?’, and you’re just about to give the automatic answer, ‘Fine, how are you?’, take a breath. Then give the actual answer. Share something real—maybe something you’re struggling with. Trust that the other person will care and reciprocate with something real from their life. You may be amazed at how such a simple moment can deepen a relationship.”

While small talk has its benefits, including increasing our comfort during routine social encounters and easing us into deeper conversations, it also has its limitations.

The benefits of “big talk” include more intellectually and emotionally-engaging conversations, deeper relationships, and the possibility of learning important things about ourselves and others.

In what situations and with what people have you or might you break the script of small talk for the benefit of others and yourself?