Valuing What is Valuable

In this post, I'll diverge from my usual topics of education, technology, and leadership.  I took a couple hours to join some other administrators in going to a local foundation that ministers to the mentally and physically disabled.  It is supported by municipal funds and the foundation includes something like 7 different facilities including a K-12 school, dormitory, factory where they make circuit boards, and a printing business.

These circuit boards go into GPS screens and other small devices.

Seong Se Rehabilitation School has all kinds of disabilities from mental to severe physical impairments.  Their facilities are built for the many wheelchairs in the facility.  The kids have smiles on their faces as they learn English, math, computers, etc. and attempt what are very difficult physical coordination tasks for some.  The vision of those that run that foundation is to raise the view of the disabled in Korea. As a result, they run a first class facility that does an excellent job educating these children to accomplish a level of functionality some might not have dreamed possible.

As I walked around and watched both the adults that were working and the kids in school, I had to stop and reflect on what I (and we) value in life.  In our fast-paced, busy world, it is easy to become transactional.  We give something and expect something in return.  Sadly, we often apply this concept unconsciously even in our most altruistic moments.  Even in helping the poor or the disabled, we want them to contribute to society.  What does that mean?

Does it mean they can take care of themselves?  Does it mean they can provide some work or labor for others?  Or is the goal to make sure they don't drain tax dollars as adults?  Are we benevolent yet transactional at times?  If we expect this kind of return in life, I fear we will be disappointed at many levels (and I'm not just talking about by people with disabilities).  The smiles and lives of these people contribute greatly.  For some it will not be a economic contribution nor a measurable gift.  However, they offer us an opportunity to give of ourselves and get nothing back.  To give freely without reservation or expectation of return.  They can remind us of the value of human life.  They remind us of our humanity - that life isn't a series of transactions.

We need foundations like this to keep us from losing perspective.  We need to teach our children in our schools this principle as well.  We have to remember what is truly valuable.  We need to take advantage of the opportunity to give gifts of our time, energy, and love.  Perhaps I didn't depart from my usual topics as much as I thought when I first started this post...

Then the righteous will answer him, 'For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me.'

-Matthew 25:37-40 (Bible)

Motivation

Daniel Pink was also a keynote speaker at the recent Apple Leadership Summit. His focus is on business and he said people do 2 things at work: pitches and projects. In relation to this statement, he made two further comments. First, very few things are 100% right or wrong in the real world outside of standardized tests. Secondly, not everyone agrees on solutions.

In his most recent book entitled Drive: The Surprising Truth About What Motivates Us, Pink challenges some assumptions of what motivates people. He says money is a motivator. He also notes that greater rewards improve performance on routine, automatic tasks. However, even when “rudimentary cognitive skills are required,” performance drops with greater external rewards. His argument rests on science that says we aren’t motivated as much as we would like to think by the carrot and stick approach.

Pay people enough so money isn’t an issue. Pink says the important aspects of motivation are autonomy, mastery, and purpose. Autonomy gives people choices on how they engage a project or problem. People want autonomy over their time, task, team and technique. Although Google is perhaps the most famous example of what they call 20% time where employees can work on anything they want during 1 day a week, it has been in existence well before Google. Pink argues that mastery comes with progress and people need feedback to progress. Annual performance reviews don’t cut it. Lastly, Pink talks about purpose and the need to understand why we are doing certain work. (By the way, Pink gives many more examples of the research in his presentations and book.)

Pink argues that we need to incorporate autonomy, mastery and purpose into our workplaces as well as our schools. We need to help students understand why they are learning certain topics and doing particular tasks. They need feedback so they can progress towards and attain mastery in certain skills. They need more time spent on the why instead of the how.

Did you catch it? If you are regular reader of my blog, you might of noticed that we just went full circle over the course of the weekend conference. We started with Simon Sinek talking about the why. We progressed over the weekend and Pink ended the weekend talking about motivation. And a vital component of motivation is the purpose...or the why.

We need to have a clear why. We need to communicate it over and over again. It needs to be repeated frequently and intertwined with the culture of our institutions. On an individual level, we need why in our lives to give us direction and purpose. The why helps us know what we want to master and how to make the most of our autonomy. The why helps us know who we are and what we are about. Do you know what motivates you? Do you know your why?

The Why

Do you know the why of your organization?

I had the privilege of attending the Apple Leadership Summit in Singapore this past weekend.  The first keynote was from Simon Sinek.  He described the ordinary process of pitching ideas or products as starting with the what, progressing to the how, and the why last.  In his study of exceptional people and organizations, he found that they approach it backwards.  They start with the why.  The why inspires people to follow.  The why creates followers that might never engage with the what or the how.

For this inspiration to happen, Sinek says we must have clarity in the why.  It must be clear to us and communicated clearly.  We have to be consistent in the how, and lastly, we have to be authentic in the what.  Vision and communication must accompany each other with the why or else it won’t be conveyed to others effectively.  Do you have people in your organization that get the vision and communicate it well?  Identify them and give them opportunities to convey the why to your parents, faculty and students.  It doesn't matter what official "position" they have.  It is about tapping into the right people, regardless of the position.

When people share the why, a community develops and within the community, we have trust.  As we trust, we can collaborate.  The power of the community can be actualized.  When new faculty come to your school, do they know the why of your organization? Perhaps we should be more personal.  Is your presence transactional in that it just fills a spot in a job?  Do you know the why of your organization and does it motivate you to be a part of something bigger than yourself? 

Sinek says statistically, approximately 80% of people do not “love” their jobs.  He envisions a world where 80% of people “love” their job.  What would that do to your organization if people loved their jobs?  Tell them why.

Consumption

We consume a lot.  Reflect on what you consume.  Although this video is part of an effort to educate the one campus about their consumption in a creative way, it is a good opportunity for all to reflect.






Do you have suggestions on how to innovatively engage a community on a dialogue about their consumption?

Be Contagious

"good educators share useful tools with each other."

Several weeks ago, during a PD session with MS teachers, I shared a Web 2.0 tool called Wallwisher.  It wasn't the point and just happen to be a small tool that I used during the time together.  I used it in that specific session because I wanted participant-to-participant interaction, rather than participant-to-facilitator interaction.  It worked well for my purposes.

From there, one of the administrators attending went on to share it with our school leadership team and use it in a meeting.  One of our coordinators then proceeded to use Wallwisher with MS and HS staff during PD days.  From there, some teachers took and applied it to their classrooms and students engaged this tool for learning.

When I first introduced this tool, I had no idea it would spread in this manner.  I'm sure that others may have heard about it from other sources than just inside our community and my original introduction.  However, good educators share useful tools with each other.  I love it when students say they know what we did in professional development because their teachers all tried it out on them the following week.  It means the PD was useful and applicable.

If you are a technology leader (formal or informal), share useful tools with your colleagues.  And don't just share a link, share how you used it to enhance learning.  With many tools or technology integration activities, you can do this in a 5-10 minute casual conversation.  When other educators see how it impacts learning and your enthusiasm of the impact it had on your lesson, they are much more likely to implement it for themselves.    Be intentional in your leadership, regardless of your formal position.


Oh, and by the way, this applies to much more than just technology.  Be contagious.