Posts Tagged 'motivation'

Sustaining resilience

I am not a physicist nor biologist, but two words come to mind when I think of the challenges we all face in sustaining resilience over time: entropy and atrophy.

en·tro·py: ˈentrəpē/noun: lack of order or predictability; gradual decline into disorder: synonyms: deterioration, degeneration, crumbling, decline, degradation, decomposition, breaking down, collapse

at·ro·phy: ˈatrəfē/verb: gradual decline in effectiveness or vigor due to underuse or neglect

Because of entropy and atrophy, resilience, like other human capacities, inevitably declines without attention, intention, and persistence.

That means that resilient people push back against entropy and atrophy by:

Developing routines and habits consistent with their values and goals. Resilient people understand that if too many demands are placed on their willpower it will fatigue and become overwhelmed.

Maintaining the discipline of doing difficult things, the things they would prefer not to do but know are important.

What do you do to remain resilient during challenging times?

Resilience requires being our best selves more consistently

Everyone is better than you are… (at something). Which makes it imperative that you connect and ask for help. At the same time that we encounter this humbling idea, we also need to acknowledge that you are better at something than anyone you meet. Everyone you meet needs something you can do better than they can. —Seth Godin

Each of us is a bundle of strengths and “weaknesses,” which means there are two ways of thinking about personal improvement—remedy our flaws or more consistently use our strengths.

While each of us has a few “flaws” that may deserve prompt attention, we are far more likely to achieve our individual goals and collective goals when we and others hone and persistently use our strengths.

That’s what resilient people do, I think.

Rather than spending an inordinate amount of time focusing on or lamenting their deficits, or trying to correct those of others, they identify their strengths and apply them at every opportunity consistent with their values and goals.

Put another way, resilient people more consistently offer their “best selves” to the world—that is, the part of them that is most influential and creates well-being and energy among those with whom they interact.

As an example, I have learned that I am my “best self” when I use my talents for planning, writing, innovating, and advocating for things that are important to me.

Over time I have learned that I am far happier, productive, and effective when I more consistently use my strengths and the synergy generated among them to serve purposes greater than myself.

Some things to consider:

What are the attributes of relationships and/or environments that elicit your best self?

What does your best self look like at work? With family and friends? In addressing issues that concern your community and nation?

Are there common strengths among those best selves? What can you do to develop and use those strengths more consistently?

6 ways to ensure that things don’t change

Dennis

Over the years I’ve written countless articles and posts on how administrators and teacher leaders can affect positive change through school culture, professional development, and the application of emotional intelligence, just to mention a few possible sources of influence.

But I have never approached that challenge from the flip side—what school leaders must stop doing if they want to create a ceaseless flow of positive energy that improves teaching and learning for all students.

So here are 6 ways to ensure low staff motivation:

1. Tell people what to do. Make demands: “I am the boss. Your job is to do what I tell you to do or else.”

2. Explain that what you’re telling others to do is a mandate (a variation of #1): “I don’t like this either, but we have to do it.”

3. Cite research combined with a demand: “Research says, so do it.”

4. Use guilt: “If you are really a professional (or care about your students), you will do this.”

5. Emphasize that you are smarter and/or have better intentions than they do: “If you would just read the research (or analyze the data), you’d see that this is the right thing to do.”

6. Explain that you have their best interests at heart: “Do this for your own good,” or “Trust me because I know what’s good for you.”

What would you add to my list?

Self determination

Dennis

When it comes to teaching methods, Glanz observed that most techniques teachers used “promote the feeling that students have little control over or responsibility for their own education.” —Larry Cuban

I recently talked with an elderly woman about her dissatisfaction with the diminished life she has in a long-term care facility. She knew she would be happy, she told me, if only she could have an apartment of her own.

I pointed out her children’s concerns about her safety, and she said she would rather die living life on her own terms than live longer in her current circumstances.

While this may be an extreme example, no matter our age or life circumstance all of us want to feel in control of our lives, to make decisions large and small whose sum total makes up the substance of our days.

I have worked at jobs where virtually all important decisions were made for me. My circle of influence was very small, and while I knew that I could choose my attitude about those circumstances, I nonetheless often found myself feeling frustrated and unhappy.

A child says, “You are not my boss.” A dissatisfied worker says, “Trust me to make decisions about my work.” An elderly woman says, “I would rather die than not be able to do the simple tasks of life that gave me purpose and responsibility.”

The desire for self determination is deeply embedded in the human psyche. People have been willing to give their lives on its behalf.

What are the implications of this “truth” for school administrators and teachers?

From my perspective it means that we do everything in our power to give those with whom we work—both young people and adults—as much decision-making authority as possible, pairing that authority with appropriate responsibility and abundant learning opportunities to increase the likelihood of success.

When we trust others to take responsibility and enable their ability to do so we will be richly rewarded by the continuous flow of expertise and energy such trust generates.

What is your experience with both young people and adults in enabling self determination?  

Ways to avoid unproductive, dispiriting meetings…

Dennis Sparks

There are few things more dispiriting than unproductive meetings. 

A veneer of polite conversation disguises a lack of serious and deep analysis. Conflict about important assumptions and points of view are avoided or minimized.

When such meetings are the norm rather than the exception, the energy required for the continuous improvement of teaching and learning is depleted rather than created and sustained.

Here are several recommendations offered by Dan Rockwell to avoid those problems and “ignite meetings”:

1. Build relations with team members that enable candor. Distance produces fear; connection courage.

2. Systematize dissent. Require the entire team to speak for and against the issue on the table.

3. Ask those who originate ideas to explain why they won’t work.

4. Develop three solutions and have everyone defend all three.

What is missing from Rockwell’s list?

Why creating positive energy must be a leadership priority

IMG_1365

Each week this summer I’m introducing a blog theme that connects popular and important posts from recent years. Each theme offers a number of perspectives on a perennial challenge of school leadership.

This week’s topic is “creating positive energy.”

The questions that I am most frequently asked when I work with educators concern leaders’ role in creating and sustaining positive energy to achieve stretching goals. Most educators know what doesn’t work—mandates and close monitoring of behavior and outcomes to determine compliance. But what does?

I encourage you to scroll through articles in this thread to find answers to that question.

In addition, I encourage you to take a closer look at these essays:

“How SUCCESS can increase your influence”

Your answer to these two questions could change your school forever”

“Resetting the school community’s default settings”

 

 

6 ways you can influence others

Dennis Sparks

The most common question I’m asked by system administrators, principals, and teacher leaders is some variation of, “The people I work with are unwilling to change, and I don’t know what to do to get them to open their minds.”

Put another way, these leaders are interested in being more influential.

I respond that while countless articles and books have been written on that subject, and that there are no formulas, I can offer a few suggestions for their consideration.

1. Leaders can make demands. While demands are occasionally necessary, they only work in a very narrow set of circumstances, and their long-term effects are usually limited. Demands won’t work, of course, unless there are meaningful negative consequences that will be invoked for noncompliance.

2. Leaders can make requests. Motivation is increased when individuals feel that are choosing a course of action rather than being required to do it. That means that often the most direct and effective way to motivate others is simply to ask them to do something. The key is to invite, not to require. The energy created can be astounding, although it may take a while for members of demand-oriented cultures to believe that there will be no negative consequences for declining the request.

3. Leaders can delegate meaningful responsibilities and provide the necessary developmental experiences and support to enable success. Tapping the strengths and resources of others is a multiplier of leaders’ direct influence, particularly when distributing leadership improves the performance of teams within schools.

4. Leaders can engage in dialogue. Dialogue is most effective when participants listen carefully to one another as assumptions are surfaced and examined in the spirit of inquiry, not judgment. When those conditions are met, conversations move to deeper levels and participants slowly open their minds to new perspectives. In this way, leaders can initiate “crucial conversations” that respectfully perturb the status quo.

5. Leaders can share stories that illuminate important values, ideas, and practices. Because human beings are hardwired to listen to and be affected by stories, storytelling is often a way around emotional and cognitive resistance to new ideas and practices.

6. Leaders can provide novel experiences to promote breakthrough thinking in which everything about a subject is viewed in a fresh and more empowering way. Such experiences – like well-designed field trips for students – are only useful, however, when participants are appropriately prepared for them through dialogue and background reading and when extended opportunities are provided to reflect on the meaning and significance of the experience.

What would you add to my “starter list” of ideas to increase leaders’ influence?


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