Tag Archives: leadership

The learning cliff

Whenever I am talking to new or potentially new employees of our online school I share the idea of a learning cliff. We all know about a learning curve… when you are learning something new, there is an effort you have to exert as you gain knowledge and learn how to use new systems and tools available to you. There’s a slow uphill climb to learn the new job. But some jobs have a few too many systems to learn just by doing things once. I call this the learning cliff.

In a new position you’ll inevitably get to a point where you don’t know how to do something and you need to ask for help: This is true for both the learning curve and the learning cliff… With the learning curve , you ask, you learn, and you don’t need to ask again. But in an organization where too many things are new, you try to absorb so much information at once that you don’t actually remember the help you got the next time you have to deal with the same situation… You asked, you got the help you needed, but you didn’t actually learn because your brain was taxed with too much new information to retain one more thing. So a few hours, days, or weeks later you have to ask the same question again.

You’ve left the learning curve and hit the learning cliff. I tell my new employees that with so many new systems to learn, we have all hit those cliffs and every one of us knows you will too. So, ask again. Ask a third time. We won’t judge. We remember hitting the cliff ourselves. We know you feel bad having to ask again when you feel you should know. We know you can’t, just like we couldn’t, remember everything and need to ask again. We expect it and want to assist you.

A learning cliff is not a scalable slope without help, so let us help you over the edge, and when you come back to the same issue, or a new one, and it’s still not a traversable slope… ask again. We are expecting it and happy to help.

Leadership Storytelling

I had the opportunity to be one of 6 Principals and Vice Principals to speak at a series for teachers called Building Leadership Capacity. The theme was Storytelling and so I decided to share a fable:

THE MOUSE TRAP

A mouse looked through a crack in the wall to see the farmer and his wife opening a package. What food might it contain? He was aghast to discover that it was a mouse trap. Retreating to the farmyard the mouse proclaimed the warning: “There is a mouse trap in the house, a mouse trap in the house! “The chicken clucked and scratched, raised her head and said, “Excuse me, Mr. Mouse, I can tell this is a grave concern to you, but it is of no consequence to me. I cannot be bothered by it.”

The mouse turned to the pig and told him, “There is a mouse trap in the house, a mouse trap in the house!” “I am so very sorry Mr. Mouse,” sympathized the pig, “but there is nothing I can do about it but pray. Be assured that you are in my prayers.”

The mouse turned to the cow. She said,”Like wow, Mr. Mouse. A mouse trap. Like I am in grave danger. Duh…NOT!” So the mouse returned to the house, head down and dejected, to face the farmer’s mouse trap alone.

That very night a sound was heard throughout the house, like the sound of a mouse trap catching its prey. The farmer’s wife rushed to see what was caught. In the darkness, she did not see that it was a venomous snake whose tail the trap had caught. The snake bit the farmer’s wife. The farmer rushed her to the hospital. She returned home with a fever.

Now everyone knows you treat a fever with fresh chicken soup, so the farmer took his hatchet to the farmyard for the soup’s main ingredient. His wife’s sickness continued so that friends and neighbours came to sit with her around the clock. To feed them, the farmer butchered the pig. The farmer’s wife did not get well and a few days later she passed away. So many people came for her funeral, that the farmer had the cow slaughtered, to provide meat for all of them to eat.

I shared this from memory so it differed in a few details, and I ended here. The fable continues with this:

So the next time you hear that someone is facing a problem and think that it does not concern you, remember that when there is a mouse trap in the house, the whole farmyard is at risk.

What I said instead was that Good Leadership is organizing the volunteers that came to help the farmers wife, and being stoic and organizing the funeral, and supporting the grieving friends. And Great Leadership is addressing the concerns of the mouse. But then I gave a disclosure that in this school year alone I could think of two occasions where I had to do my best to be a Good Leader because only in hindsight could I them when you don’t identify the concern as being as big a concern as the other person. I shared how important it is to really listen, and understand your staff, and not just look at things from your perspective.

I was asked, ‘How do you know when you’ve got it right?’ And I said that our egos tend to make us believe we’ve always got it right and so it’s when you get it wrong that is important to identify and try to fix before it becomes a bigger problem. The example I gave here was when I was in my first role as a Vice Principal. A teacher sent a kid to the office and when I asked him what he did, I didn’t believe him. The reason he was sent to the office was trivial and something that I would never have sent a kid to the office for.

So, I had him rehearse an apology to the teacher and frame how he would change his behaviour, I had him practice a few times on me and sent him back to his class. Five minutes later he was back at my office and when I looked at him in surprise he said, “Mr Truss I did exactly what you told me to do.” So I took him down to the teacher and we resolved the issue together, and he went back to class.

And that was the moment I realized that just because I came from a school where teachers handled most situations on their own, and just because I only sent 2 kids to the office in a decade of teaching, it doesn’t mean every teacher is like that. I learned that I had to appreciate the concerns of the teacher as well as the student, and if the student was going to be successful in getting back into the class I had to really understand the teacher’s perspective and not just the student’s behaviour.

Being a Good Leader isn’t that challenging for the people that choose to go to a series like Building Leadership Capacity, they would already be leaders in their building. Being a Great Leader is hard for everyone. It involves building strong relationships with your staff, really knowing them, and understanding how to support them in ways that are different from each other and yet still bring the team together… and sometimes the best you can do is be good at handling the aftermath when you don’t realize how threatening the little mouse traps are.

Sub Rosa

Sometimes the hardest part of my job is not over-sharing. When I was a principal in China my wife was on my staff. Another staff member told me in confidence that she was pregnant. When she finally told everyone, my wife was the last to know. My pregnant staff member assumed I told my wife, but my wife was her colleague and so I kept the confidential announcement confidential.

Keeping things confidential is part of the job. While my wife understands this, not everyone does. Some people expect explanations, and when I can’t share it can then reflect poorly, or seem like I’m not making choices or decisions that would be expected. There is no easy or polite way to say, “None of your business.”

But there are times when the most prudent thing I can do is keep private information private, and speak only to those who have or need relevant information. It may not be popular, but necessary.

___

Postscript: This was written quite a while ago, but I chose not to share it at that time because the subject matter that inspired this post would have been obvious, and this is a public space that I choose to write in.

The Thoughtful Ones

“We pay too much attention to the most confident voices- and too little attention to the most thoughtful ones.

Certainty is not a sign of credibility.

Speaking assertively is not a substitute for thinking deeply.

It’s better to learn from complex thinkers than smooth talkers.” ~ Adam Grant

Of course confident voices can also be credible voices. One can speak assertively and still think deeply. A complex thinker can also be a smooth talker. This isn’t a dichotomous contrast but rather a recognition of why we should pay attention to a confident voice. Or, when to seek out the opinion of someone not as in the limelight or as extraverted, yet thinks deeply.

There are too many confident people in the world that are loud but not worth listening to. This is the group to be worried about: The shallow thinkers that are vocal and garner more attention than they deserve. Seek out the deep thinkers and pay attention to them no matter their inclination to be assertive and heard.

Nobody told me

Nobody told me that there would be days where all I do is go to meetings and deal with emergent issues. Or how important it would be to deal with these emergent issues immediately. Nobody told me that my priorities would be whatever other’s priorities are, and that my priorities would take a back seat on my to-do-list truck of things that need to get done.

But that is the job. It’s about getting everyone on the same truck, going the same direction, while emergent issues come at you from any and every direction. The biggest challenge: making sure you have enough gas in the tank… both metaphorically and literally.

Nobody told me there would be days like these. Strange days indeed!

Challenging Advice

Cal Newport, author of several books including, Deep Work – Rules for Focused Success in a Distracted World, was on the Sam Harris podcast. I listed to it over the past 3 days and a couple interesting things were discussed.

First of all, Cal has no social media profiles, despite studying social media as part of the research work he does. While I think that’s interesting, I don’t think that I’d want to do that myself. I have drastically reduced my time on social media over the past few years, with time on all sites going down significantly to barely a few minutes a day… other than Tiktok which I will spend up to 30 minutes maximum a day Monday to Thursday, and longer on weekends. Tiktok is more like television to me than social media because I don’t spend any time trying to look at my specific network and let the algorithm decide what I watch next. I watch almost no television and consider TikTok an alternative option to the TV. But while I’ve lowered the social of social media use, I’m not ready to delete or ignore the accounts I have.

The second thing Cal said was that he refined his ideas around doing Deep Work to:

  • Do fewer things;
  • Work at a natural pace; and
  • obsess over quality.

This sounds great! It’s just not workable in most jobs. If I had a job where I could do this, I’d never want to retire. But the reality of my job, and many other management jobs, is that I simply don’t have that luxury.

I want to do more things, because most of the time I spend on things I need to do rather than what I want to do. My pace is often dictated in a reactionary way, rather than a pace I actually choose. And while quality really matters, I’m often working on timelines that force me to do what’s necessary and then move on.

I’ve discussed this before, the challenge of doing ‘what you need to do’ consumes so much time and energy that there is little of either left for doing ‘things you want to do’. And so it’s not easy to take Cal’s advice. While it is laudable, it’s not realistic to try to achieve. I think writers and artists and similar creative endeavours can aspire to do fewer things, work at a natural pace, and obsess over quality, but most people simply don’t have the luxury to do so. Still that doesn’t mean these things aren’t desirable… I just don’t know anyone who works at a school that can say these are attainable goals.

Days without scripts

One of my favourite quotes about school leadership comes from Gary, a VP that I had early in my career. He shared this with me after a typically crazy day at our middle school, “Being a Vice Principal is only a 3 to 4 hour a day job… the problem is that you get almost none of it done between 8:30am and 4pm.”

Yesterday afternoon was like that. The over-the-top moment came when someone driving out of the side street, across from our school parking lot, missed her turn, drove into our parking lot, and collided with 2 parked cars. Then she tried to leave the scene yelling that we had a picture of her license plate and no, we didn’t need to see her driver’s license or insurance. After she couldn’t get her car off the curb, she left on foot.

Fortunately that’s when the police arrived and she was apprehended. Speculating, based on how fast she was going, how far off of her intended direction she ended up, trying to leave the scene, and her irate behavior, I think she was was probably inebriated.

Just another normal day at school. No, I’m not saying bizarre parking lot accidents happen all the time, but rather the totally unexpected does. One minute you are working on a task and your day feels quite typical, and the next your entire day is turned upside down by an unexpected issue or event.

It’s the small part of your contract that this falls under: “Other duties as assigned.” Except these emergent issues aren’t really assigned as much as thrust upon you. It’s the leaky pipe sending water gushing down a wall. It’s the messy clean up during the hours in the day when you don’t have a custodian in the building. It’s the student missing from a class. It’s just about anything except the thing you thought you were going to do. Plans go out the window, you go off your planned script, and the issue in front of you builds a new agenda.

…and the days ends with you either staying later than you had hoped, taking work home with you, and/or moving things from today’s ‘To Do’ list to tomorrow’s.

“The best laid plans of mice and men often go awry.” ~Robert Burns

The limits of goals

Listen to this podcast of Adam Grant interviewing Emmanuel Acho. Emmanuel shares this quote, without identifying the source and Google hasn’t helped me find it:

“Reaching a goal is the penalty you receive for setting one.”

Soon after, Adam Grant summarizes,

“You like goals on tasks but maybe not goals in life. If I am working on a specific project or if I’m trying to build a specific skill, fine, give me a target I will work towards it, I will grow because of it. But having a goal from my life, that’s where the penalty really hurts by limiting myself.”

Emmanuel then talks about setting objectives rather than goals:

”An objective is energy aimed in a direction… so I want to aim my energy in a direction without any limit.”

I have never been big on goal setting. I think it’s too easy to set goals that are underwhelming and achieve them than it is to truly step out beyond expectations and do something amazing. I think goals impose self-created roadblocks that aren’t there before the goals are set.

That doesn’t mean you don’t dream big. It doesn’t mean you don’t work hard. On the contrary, you arrive for new heights all the time, you just don’t create false end-goals that prevent you from going beyond.

Goals have a purpose, but they should not be your purpose. Your purpose should be greater than the limits goals place on you.

Priorities Versus Motivation

“Get your priorities straight.”

That’s a term you’ve probably heard at some point in your life. But more than likely it means, ‘your priorities don’t match mine.’ The thing is, it’s hard for people to all have the same priorities at the same time. Sure sports team members all want to win a game, but a player in a defensive position moving too far forward trying to score could jeopardize giving up a goal.

Even when the goal is the same people in different roles need to have different priorities. It’s easy to project your priorities on other people, much harder to recognize other’s priorities when they don’t match yours. Even when the motivations are the same priorities can be different. At this point, what’s more important, the priorities or the motivation? I think more often than not people look at what they think others prioritize and lose track of what the motivation is for their actions, and that creates unnecessary conflict.

‘A’ Game

I had a conversation with a colleague in another district yesterday. I was thanking him for suggesting a great book I’m listening to. We talked about the unique nature of our jobs and he said something that hit a chord with me. He said that while he likes his job as an online school principal, and how unique the challenges are, he’s tired of feeling like there are too many things that come at him at once to give his ‘A’ game all the time. He mentioned that it feels like the best he can do is a ‘C’ or a ‘C+’.

He said, “But that’s not how I like to operate. When I was a teacher I had a lot of control about what my day looked like. Sure, I couldn’t bring my ‘A’ game to every single thing I did, but most of my day was determined by me, and I could regularly bring my ‘A’ game. I can’t do that in this job even though I want to.”

I totally get it. It’s like this job is a juggling act and every time you think you can put on a good show, someone adds one more ball to the balls you are juggling. You looked and felt confident juggling 4 balls, and suddenly you are fumbling with a 5th. Just as you feel good about the 5th ball, a 6th is thrown in. You spend more time picking up the balls than you do juggling. A juggler isn’t showing you their ‘A’ game when they are picking balls up off the floor.

My colleague and I both agreed that we like our jobs, and we want to stay where we are, but lamented about our ability to have control over our days… to decide at the start of the day how many balls we were going to juggle that day. I think that’s something every principal feels and understands. We like our jobs, we just wish we could bring our ‘A’ game to it a little more often.