Everyone deserves the right to express an opinion as long as they don't try to force that opinion on others. #QuoteADay #Day158 #edchat #edu
If you've been living under a rock for the last few decades you might be shocked to find out that we are a fairly opinionated society (GASP!). Everyone has an opinion, and that's a good thing. We should all feel comfortable expressing ourselves, as a world without opinions is also likely a world without innovation; making the world better starts with expressing what one thinks needs to change.
But, as with most things, there is a dark side to opinions. Sometimes, those in power, or those who just have the loudest voices, feel that having the right to an opinion is the same as having the right to force that opinion on others.
As leaders and learners, we have to both respect people's right to an opinion while at the same time respecting their right to have the time to form an opinion of their own.
Learning happens differently for different people, and we can't force others to accept an idea that we have. In fact, the deepest learning occurs when people come to some sort of conclusion or generate an idea together; collaboration truly builds stronger bonds.
It is beyond necessary for all of us to make sure that we welcome the right for everyone to have an idea of their own. And by that nature, people should have the right to decline from accepting an idea that isn't theirs to begin with.
Saturday, June 7, 2014
Friday, June 6, 2014
Quote-A-Day: Day 157
#Efficiency is different from #effectiveness. We can work hard, + quickly, but still miss the mark. #QuoteADay #Day157 #edchat #ASCDL2L #edu
It is possible for use to be efficient, and complete tasks in both a timely manner and with hard work built in. However, efficiency doesn't equal effectiveness, as anyone who has put all their effort into a project, only to have it end up not working right, can understand.
As leaders and learners, we have to be careful not to mistake these two for each other. True, one can be effective and also efficient, but it is also possible to be one, or the other.
A true test for a leader is whether he or she can recognize the different in these terms among the people worked with (and of course, within him or herself).
Which is more important to successfully leading and learning?
In reality, "effectiveness," since it doesn't matter how quickly we complete a task or reach a goal. If what we've done is wrong, then we're likely worse off than prior to engaging in the work.
Therefore, we need to keep our eyes peeled for efficiency that isn't matched to effectiveness. If we don't see signs of the two together, and only identify efficiency in use, then we need to assist those we work with in finding ways to become more effective.
How can we do that?
Here are two beginning thoughts:
1. Pair people up with complementary skills to reach a benchmark. If you work with someone who is beyond efficient, but needs help in moving into the effective realm, match them up with a colleague that is incredibly effective. It's quite possible in this scenario that both parties will benefit, as even the most effective people could always use an efficiency boost.
2. Help those who are less effective learn to self-monitor. Create an effectiveness checklist, or a work completion reflection tool. At times, we are so efficient in our work that we forget to think about the how and the why of what we're doing. A checklist as we work, or a reflection tool at the end, can help us think about any issues that may have appeared that might lead us to be less effective.
It's true that to be at our best, we need to be efficiently effective. But, we must understand that getting to this point requires us to always be thinking about the work we're engaged in.
Not an easy task in today's educational milieu.
It is possible for use to be efficient, and complete tasks in both a timely manner and with hard work built in. However, efficiency doesn't equal effectiveness, as anyone who has put all their effort into a project, only to have it end up not working right, can understand.
As leaders and learners, we have to be careful not to mistake these two for each other. True, one can be effective and also efficient, but it is also possible to be one, or the other.
A true test for a leader is whether he or she can recognize the different in these terms among the people worked with (and of course, within him or herself).
Which is more important to successfully leading and learning?
In reality, "effectiveness," since it doesn't matter how quickly we complete a task or reach a goal. If what we've done is wrong, then we're likely worse off than prior to engaging in the work.
Therefore, we need to keep our eyes peeled for efficiency that isn't matched to effectiveness. If we don't see signs of the two together, and only identify efficiency in use, then we need to assist those we work with in finding ways to become more effective.
How can we do that?
Here are two beginning thoughts:
1. Pair people up with complementary skills to reach a benchmark. If you work with someone who is beyond efficient, but needs help in moving into the effective realm, match them up with a colleague that is incredibly effective. It's quite possible in this scenario that both parties will benefit, as even the most effective people could always use an efficiency boost.
2. Help those who are less effective learn to self-monitor. Create an effectiveness checklist, or a work completion reflection tool. At times, we are so efficient in our work that we forget to think about the how and the why of what we're doing. A checklist as we work, or a reflection tool at the end, can help us think about any issues that may have appeared that might lead us to be less effective.
It's true that to be at our best, we need to be efficiently effective. But, we must understand that getting to this point requires us to always be thinking about the work we're engaged in.
Not an easy task in today's educational milieu.
Thursday, June 5, 2014
Quote-A-Day: Day 156
Those who spend all their time trying to convince others they know all, prove to all that they know little. #QuoteADay#Day156 #edchat #edu
What is it about proving oneself that gets people so caught up in the practice?
Is it because we feel that if we showcase what we think we know, it will make others respect us more?
Is it because we believe that the only way to show expertise is by pontificating?
Or, is it because we are secretly worried about how little we know?
Regardless, as a general society, we have a habit of trying to convince others about all that we know. In most cases, what we end up doing, however, is showcasing how little we know, and how removed we are from what really matters.
The truest test of knowledge, the best gauge of expertise, is an ability to know when to share information, and when to sit back and listen. Those who are confident with what they know (and what they don’t) tend to be more likely to allow others to take the lead; the best leaders are those that lead through showing what they know, rather than telling.
While it can be difficult for us to avoid sometimes taking on a “bragging” stance, the benefit of active listening is tremendous. When we’re speaking, it is more difficult for us to learn, as we are often concentrating on the what, and the how, of our words. But, when we listen, when we sit back and observe, we can put more of ourselves into learning, and this is what truly matters.
The people around us don’t need to be convinced of what we know (or don’t). In most cases, they are already quite aware. Rather than waste time and energy trying to promote how smart we are, aren’t we better off promoting the learning we’re engaged in, and the learning of others?
Quote-A-Day: Day 155
#Denial serves
no purpose, other than to move us further from where we want to be. #QuoteADay #Day155 #edchat #edu #OwnUp
Why do we deny things? Often because we feel that people will change their opinions of us if we admit to mistakes or to something we did that didn’t seem problematic at the time, but in reality, becomes an issue later on. It is extremely rare, at least as adults, that we deny things as a way to get away with them. When most leaders and learners make a denial, it is more from surprise, then a purposeful choice.
Regardless of whether we’ve made a mistake or we’ve done something that became problematic later on, there is no reason to take a denial stance. In fact, by representing what we have done, we’re better prepared to help solve any problems that arise. In addition, we tend to stop any future problems in their tracks. It’s hard to dig a deeper hole for yourself once you’ve removed the shovel.
As leaders and learners, we have to avoid denying because we’re embarrassed or worried. We tend to garner more respect when we own up to a mistake, or explain our rationale for originally taking certain steps. While we’ve all been deniers at some point in time, we should make a resolution to ourselves to stop being deniers today.
Tuesday, June 3, 2014
Quote-A-Day: Day 154
If you knew then what you know now, then there wouldn't be any reason to learn what you have since. #QuoteADay #Day154 #edchat #edu
Hindsight is definitely twenty-twenty. And there is really no reason for hindsight to even exist, truthfully.
When we say things like, "I wish I would have known. . ." or "If only I had. . . ." we aren't being very fair to ourselves. There is no way we can hope to know everything, and no chance for us to necessarily know ahead of time what we're going to need to know when a problem arises.
On a more philosophical level, these kinds of statements are also problematic. If we knew all that we know now, back then, then there would be no reason to learn anything, right? And, if we take learning out of the equation, then really, what's the point?
Rather then focus on what we didn't know in the past, why not focus on what we know now, and how we can leverage that knowledge to help us be more effective in the future?
Leading and learning is all about what we're learning now and how we can make things better for everyone.
The past is important, but more for the lessons it provides, then anything else. One of the things those lessons teach us is that there will never be a shortage of things we don't know, and rather than wish we knew more in the past, we should continue striving to know more for the future.
Hindsight is definitely twenty-twenty. And there is really no reason for hindsight to even exist, truthfully.
When we say things like, "I wish I would have known. . ." or "If only I had. . . ." we aren't being very fair to ourselves. There is no way we can hope to know everything, and no chance for us to necessarily know ahead of time what we're going to need to know when a problem arises.
On a more philosophical level, these kinds of statements are also problematic. If we knew all that we know now, back then, then there would be no reason to learn anything, right? And, if we take learning out of the equation, then really, what's the point?
Rather then focus on what we didn't know in the past, why not focus on what we know now, and how we can leverage that knowledge to help us be more effective in the future?
Leading and learning is all about what we're learning now and how we can make things better for everyone.
The past is important, but more for the lessons it provides, then anything else. One of the things those lessons teach us is that there will never be a shortage of things we don't know, and rather than wish we knew more in the past, we should continue striving to know more for the future.
Monday, June 2, 2014
Quote-A-Day: Day 153
If you're going to be a critical #leader, you need to make sure you know what you're talking about. #QuoteADay #Day153 #edchat #edu
This past Sunday's Review in the New York Times was truly a great issue. There were a number of phenomenal articles, including one on making the place of work more enjoyable, and therefore making all of us better employees. It is truly a must-read (here's the link).
Along with this great article, there was another piece that was written by Frank Bruni that speaks to the importance of knowing what you're talking about before you start talking about it (read it here). He mentions that too often these days, the speed of our society leads people to want to break a story and share their "facts" before anyone even knows what the facts are.
This presents a tremendous problem for leaders, as the best leaders are nothing if not meticulous about how they handle situations. The "must know now" mentality of our society today makes it more challenging to not only have the patience to do some truly investigative work, but it also explains why our stakeholders are so much less patient today then they were even twenty years ago.
While we can't force others to truly think before they speak, we can make sure that when we put on a critical lens, we're doing so with the facts on our side. This means that we don't critique the work of others, or act as a judge, without first having the necessary information to do so.
I'll be the first to admit that this can be tough, especially with so much on our plates at any given time, and with the hours in the day not getting any longer.
Regardless of this, if we take the time to investigate before we critique, we stand to save time in the long run, as we won't have to worry about rebuilding the relationships we've hurt, or fixing the additional problems we have in turn created.
So, be critical, but only when you've got the content.
This past Sunday's Review in the New York Times was truly a great issue. There were a number of phenomenal articles, including one on making the place of work more enjoyable, and therefore making all of us better employees. It is truly a must-read (here's the link).
Along with this great article, there was another piece that was written by Frank Bruni that speaks to the importance of knowing what you're talking about before you start talking about it (read it here). He mentions that too often these days, the speed of our society leads people to want to break a story and share their "facts" before anyone even knows what the facts are.
This presents a tremendous problem for leaders, as the best leaders are nothing if not meticulous about how they handle situations. The "must know now" mentality of our society today makes it more challenging to not only have the patience to do some truly investigative work, but it also explains why our stakeholders are so much less patient today then they were even twenty years ago.
While we can't force others to truly think before they speak, we can make sure that when we put on a critical lens, we're doing so with the facts on our side. This means that we don't critique the work of others, or act as a judge, without first having the necessary information to do so.
I'll be the first to admit that this can be tough, especially with so much on our plates at any given time, and with the hours in the day not getting any longer.
Regardless of this, if we take the time to investigate before we critique, we stand to save time in the long run, as we won't have to worry about rebuilding the relationships we've hurt, or fixing the additional problems we have in turn created.
So, be critical, but only when you've got the content.
Sunday, June 1, 2014
Quote-A-Day: Day 152
A family must be more than who you are born or live with; it must be anyone you care about. #QuoteADay #Day152 #edchat #edu #Community
I read a great "Riff" in the New York Times Magazine this week. Written by Eric Spitznagel, it explore the true meaning of family (here's the link).
This got me to thinking a lot about what a family truly is, and as I contemplated this, I started to think about the fact that family isn't just those who you live with or whose company you are born into, but, in reality, all the people who you care about.
This means a lot for leadership, as our organization should operate like families, complete with all the successes, failures, and drama that we've come to expect in life.
A family has to have all these characteristics, as change, success, loss, drama, etc., all build tighter relationships, sometimes surprisingly. Spitznagel writes how the loss of his father led to a much closer, and somewhat stranger, relationship with his brother. Even associated drama (addiction, bad life choices, etc.) can actually make a family operate better than if that challenge wasn't present.
When we consider our leadership, we have to ask ourselves, "Are we leading a group of people who might have one or two things in common, or are we leading a family?"
If we respond with the former, here are three things we can do to move from fostering acquaintances to family members:
1. Make your leadership all about the relationships. Get to know those you work with and work for. Learn names, habits, likes, and dislikes. Encourage all members of your team to do the same.
2. Celebrate like a family. Hold impromptu get-togethers , if not at your house, than somewhere else. Bring people together at your school, district office, or place of business for everything from book studies to Game of Thrones viewings.
3. Ask for feedback. Welcome any information shared, as long as it is constructive and truly meant to better the experience for everyone.
While we can't pick the family we're born into, we can influence the family we build professionally. Always keep in mind that families support each other much better than total strangers do.
I read a great "Riff" in the New York Times Magazine this week. Written by Eric Spitznagel, it explore the true meaning of family (here's the link).
This got me to thinking a lot about what a family truly is, and as I contemplated this, I started to think about the fact that family isn't just those who you live with or whose company you are born into, but, in reality, all the people who you care about.
This means a lot for leadership, as our organization should operate like families, complete with all the successes, failures, and drama that we've come to expect in life.
A family has to have all these characteristics, as change, success, loss, drama, etc., all build tighter relationships, sometimes surprisingly. Spitznagel writes how the loss of his father led to a much closer, and somewhat stranger, relationship with his brother. Even associated drama (addiction, bad life choices, etc.) can actually make a family operate better than if that challenge wasn't present.
When we consider our leadership, we have to ask ourselves, "Are we leading a group of people who might have one or two things in common, or are we leading a family?"
If we respond with the former, here are three things we can do to move from fostering acquaintances to family members:
1. Make your leadership all about the relationships. Get to know those you work with and work for. Learn names, habits, likes, and dislikes. Encourage all members of your team to do the same.
2. Celebrate like a family. Hold impromptu get-togethers , if not at your house, than somewhere else. Bring people together at your school, district office, or place of business for everything from book studies to Game of Thrones viewings.
3. Ask for feedback. Welcome any information shared, as long as it is constructive and truly meant to better the experience for everyone.
While we can't pick the family we're born into, we can influence the family we build professionally. Always keep in mind that families support each other much better than total strangers do.
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