Category Archives: multipliers

That’s Why We Hired You

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A few years back, my daughters were given the responsibility of running the local swimming pool for the summer. They were hired by the local pool board and given the responsibility of getting the pool ready for the upcoming year. There was a manual and a someone who worked on maintaining the mechanical aspects of the pool but they were responsible for the rest. The one hired as the general manager asked the chairperson how she was suppose to learn all that she needed to do. I absolutely loved the response, which I was fortunate to hear because, in a small town, they were discussing this in our kitchen:

We hired you because you are smart and capable. We know that you have the skills necessary to do what is needed. We will support you and I can tell you who you can contact for help but you are the manager. You and your staff will need to keep the pool up and running and I can’t be leaving work to help you out. I’ll do what I can but we have full faith that you will be able to do what is necessary. That’s why we hired you.

And the girls did just that. It was one of the best learning experience my daughters had before they went to university. To this day, they talk about how much they learned. They still get the odd phone call from new managers about how to do things.

Trusted Them

Did they make mistakes? You bet they did. Were there stressful moments? Yep. I was privy to some “deep discussions” (arguments) between the two sisters about everything from schedules to expectations of staff to expectation of patrons to what pool toys to purchase (who knew a blow-up whale could cause so many problems!) The board trusted these young people to do what was right and make good decisions and were rewarded for that trust with hard work and young people who gave it their all (and a lot more) and provided a great service to a small community.

 Grew Their Strengths 

There were courses to take and tests to pass, inspections to meet and technical aspects to master. Each one required different strengths to be developed. Each girl had different strengths which they were allowed to use – to grow. Because they were allowed to use their strengths they were willing to take risks.  And when something wasn’t a strength? Fortunately each of the girls that worked (and they were all girls) had different strengths which they used. Sometimes, it took the intervention of someone to point out that maybe someone else might be better suited to organizing the swimming lessons or managing the chemicals and ensuring that all safety standards were met.

Did they always use their strengths? Nope. In fact, stubborn determination sometimes meant they had to learn through mistakes. But, mistakes they did make and learn they did. For three years, this group managed an outdoor pool in a small town, taking it from losing money to breaking even. All have gone on to other things but each of them grew in so many ways during that time.

I was fortunate to be able to learn with/from them.

Educational Leadership

The role of school leadership and it’s impact on change and innovation has been well documented and discussed. There are different opinions as to the exact extent of the impact that school leadership has on student achievement or the changing role of school leaders in schools today. As a former school administrator, there always seemed to be a wide array of opinions about what I should be doing as a leader and what my role was as a leader within the school and the community. Having been an administrator in 8 different schools in 5 communities, my experiences were different and unique in each setting. Although there were some things that were similar, each school and community was unique with its own set of characteristics, strengths, and challenges.

Seeing Strengths in Others

In education, we traditionally focus a great deal of attention on weaknesses or areas of improvement. A great deal of Data Driven Decision-Making is focused on identifying areas for growth – areas of weakness – that need improvement. One of the primary responsibilities of an educational leader is to use that data to identify areas and implement initiatives to make improvement. A lot of time and effort is spent on looking for deficits.

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It’s somewhat similar at all levels. Identify weaknesses and areas for improvement. Focus on these.

But what about Strengths

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Which Strength?

As an administrator I spent so much time focused on identifying weaknesses in everyone, including myself, but not nearly enough time identifying strengths and helping people use and improve them.

What I learned from watching my daughters was how important it was to focus on strengths – grow them, improve them, nourish them. Through a collaborative team effort where people’s strengths are combined, the synergy of the team leads to even greater growth and development, especially in areas of strengths.

Liz Wiseman in Multipliers identifies 5 traits that leaders have who grow people – develop them and allow them to improve.

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And areas of weakness? They improve but, more importantly, they aren’t used to hold someone back from progress and growing.

Differentiate to grow Strengths

Too often an inordinate amount of time is devoted to weaknesses instead of building teams that are strong because of the variety of strengths the people on the team possess. Teachers, for the most part, spend their days working in classrooms with students. Many teachers are themselves Multipliers, helping students to grow and develop strengths. However these strengths aren’t the one’s found on tests or reflected in test scores which shifts the focus away from helping both teachers and students grow and develop their strengths.

Too often, time is spent trying to improve areas of weakness that result in minimal improvement while areas of strength are left without development. This stifles growth and drains students and teachers of energy. To have innovation, supporting people to use their strengths gives them the freedom to develop these and improve.

We tend to think of innovation as arising from a single brilliant flash of insight, but the truth is that it is a drawn out process involving the discovery of an insight, the engineering a solution and then the transformation of an industry or field. That’s almost never achieved by one person or even within one organization.

If we truly are looking for innovation in education, focusing on improving deficits will not bring that innovation. Instead, allowing people, teachers and students, to use, develop and grow their strengths through collaborative efforts and connecting provides opportunity for creativity and innovation and the possibility of transformational growth.

How are you growing others strengths? How are you growing your own strengths? I’d love to hear your experiences either of helping others to grow or someone who helped you and the impact it had on you.

What Can One Do?

The power of one.

How can one person have influence and bring about change?

I often referred to this  Margaret Meade quote when I was an administrator – as a small group of educators there was the opportunity to do great things if we just allowed ourselves the latitude to be more and do more.

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A small group, yes!

But one person? Can it really happen?

They Walk Among Us

This past Sunday, #txeduchat was discussing ways that teachers could connect students with the world. One thing that I have learned is there are many students who are already doing amazing things – changing the world some who popularized through video or on the internet. But there are many more who are doing amazing things because they are driven to do so. I have had the privilege of having a number of students show me how they, as youth, can change the world.

One such student, Taylor, did so through a campaign to raise money to build a school. Her campaign, 1kidmakingadifference, raises money to help children. She told her story at WeDay Saskatchewan.

It is one example of how we are surrounded by people who are taking risks and making changes because they see a need and try to address it. They don’t wait for someone to tell them to do something or to get permission to make a difference. They are risk-takers and innovators.

These people wander at the edge of possibility, creating wonder with others, not afraid to see what might be, undeterred by failure or mistakes; lifelong learners and co-creators, they are passionate and embrace the complexity of life not seeking reward but wishing only to make the world a better place than they found it.

We don’t all have to be raising money or campaigning although some people find that it fits. But, as I indicated in my last post, continuing to ignore the things taking place around us or hoping someone else will take the risk is not helping students address the issues they face today.

Jade Balleck, an educator who is now taking on the responsibility of being an administrator, takes the step of acknowledging that she needs to do more. Her post Principal’s Short Course Part II  is a great example of someone not waiting to take a step forward but bolding stepping forward as she  seeks to develop a deeper awareness of the need to be culturally aware as an administrator/educator.

Allowing Ourselves to Be Artists

In Linchpin, Seth Godin describes how it is possible to become a person that is necessary, a linchpin, not by doing what everyone else is doing but by being creative at what you are doing, to seeing a problem and beginning to solve that problem. Become the linchpin that holds things together. In doing this, Godin explains that there are choices we have to make about how we approach work and what we decide to do at work. At one point, in discussing the topic of labour, specifically emotional labour, Godin explains

The essence of any gift, including the gift of emotional labor, is that you don’t do it for a tangible, guaranteed reward. If you do, it’s no longer a gift; it’s a job.

Labour as a gift? Working to make a change in the world without worrying about whether you get rewarded? As children, helping others without expecting a reward is something that we often learn from parents or people around us. Somewhere along the way the intrinsic nature of doing something without expecting a reward is often replaced as we seek to get something for our efforts, recognized for what we are doing.

In Invisibles- The Power of Anonymous Work David Zweig looks at how those people who, although anonymous to most of the world, are indeed necessary and highly respected by the people who know them within their industry. These people are linchpins in their industry

…highly skilled, and people whose roles are critical to whatever enterprise they are a part of. … often highly successful and recognized by, indeed deeply respected among their co-workers for their expertise and performance… [they] have chosen, or fallen into and then decided to stay in, careers that accord them no outward recognition from the end user. This is defiantly in opposition to the accolades, or even just pats on the back, most of us desire. And yet – Invisible are an exceptionally satisfied lot.

What drives them?

A passion for the work they do, a desire to make things better, and a meticulousness that fuels their passion. In the interviews and discussions Zweig has with these people throughout the book, it becomes apparent that these people are drawn to make a difference without a need to be recognized. According to Zweig, these people exhibit three common traits:

1) Ambivalence toward recognition

2) Meticulousness

3) Savoring of responsibility

As an educator and administrator, these traits are similar to those I have seen in educators with whom I have worked. Unfortunately, they rarely are afforded the last – responsibility. In classrooms and schools, there are people who are doing meticulous work trying to do what’s best for the students in their rooms/schools but lack the opportunity to demonstrate their responsibility. They have an incredible passion for what they are doing – without it they wouldn’t be able to continue. Yet, too often, they are frustrated and constrained by those around them.

Many people choose to remain doing what they are doing, even if they are unhappy and don’t like it, because fear of the unknown and what might happen, the possibility of failure and the pain associated with that failure are much greater than their desire to change what is happening. Making a change is difficult, in some cases it requires us to learn new things or to maybe admit we weren’t as good as we thought we were at what we were doing.

I Wonder….. 

Just this week I had a great conversation about change, fear and innovation. During the conversation I mentioned that at one point I had switched to tables in the classroom and removed my teacher desk. A common response from teachers is that they rarely use their desk or sit at it, it’s just a place to keep their stuff. So I challenge them to remove it and see how it frees them to envision their classroom space differently, to envision their role in the classroom differently, to begin to revise the flow, the interactions and the space. It brings a change to the classroom that other educators can sense when they walk in. Something is just different.

….. what keeps each of us from being able to bring about change? What if each teacher wrote their fears down and began to address them? What if we shared and worked together, helping each other?

….. recognition isn’t necessarily a motivator but being given responsibility is. According to Liz Wiseman, author of The Multiplier Effect, leaders who expect people around them to do great things and then give them the responsibility to do so multiply the effects of the people with whom they lead. What would happen if teachers were given responsibility, not for grades and assessment, but learning and growth, for supporting their students to make the world a better place?

…. why many school leaders are so enthralled with data that dehumanizes the learning relationship?

…. what data can tell us that a great teacher with strong relationships can’t?

…. why schools are so afraid of risk-taking and innovations if learning takes place in the space of discomfort between what we know and what we want to know, which may, in fact, include failure?