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  • Corporate Creativity & Innovation

    Eric Martin posted in Character Blog, Excellence & Ethics in Business at 7:47 am on November 17, 2011 | 0 Permalink | Reply

    Eric Martin is the Director of Outreach at Character Counts In Iowa (CCII), a non-profit institute housed at Drake University in Des Moines, IA.  CCII proudly partners with IEE to serve as Iowa’s Excellence & Ethics Regional Center.

    Over the past year, we’ve had the opportunity to partner with Hy-Vee a large retail and grocery store chain that is based in Iowa and spans across eight states in Midwest with more than 220 stores. Much of our professional development work with numerous leadership teams within the company have focused on enhancing the corporation’s strong core fundamentals; Helpful, Friendly, Honest, Respectful and Dedication.

    These fundamental values are a rich tradition and key to the success of this rapidly growing company.  Through our work, we’ve aligned their company’s fundamentals within the moral and performance character framework.  This alignment has provided us with a new lens to view these core fundamentals. Together, we are taking an in depth look at how these look, feel and sound in action among employees, vendors and customers.

    In addition to the continued promotion of the fundamental beliefs, the President of Hy-Vee recently encouraged his store directors to support and inspire creativity across the company.

    In response to the President’s interest in promoting creativity and innovation, we’ve partnered with their education and training department to develop a course for their executive leadership program called Hy-Vee University. This training program provides extensive learning and developmental opportunities for future store leaders. The course that we have designed is built around the following Culture of Excellence & Ethics Tools that engages creativity, innovation, critical thinking and problem solving:

    Participants were given an assignment to take these research-based tools back to their stores and use them to support and encourage creative thinking.  Our training team is eager to meet again with this cohort in February to learn how they used these tools with their employees.

    We are looking forward to the continued use of these and other Culture of Excellence & Ethics Tools to meet the needs of our corporate clients across Iowa.

    Hy-Vee University - Culture of Excellence & Ethics Innovation Map

     

     

     

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  • Step in! Speak out! Stand up! Do something!

    Matt Davidson posted in Character Blog at 10:38 am on November 16, 2011 | 1 Permalink | Reply

    In the wake of the disturbing case unfolding at Penn State University many are wondering how to understand and teach about the all important moral skill of intervening.  At IEE we develop research-based tools that distill complex theory and research behind a given skill or competency into replicable rubrics for guiding behavior.

    IEE’s Culture of Excellence & Ethics Intervention Continuum is a tool we have used to take the complex process of intervention and break into a framework for guiding behavior
    (email for a digital copy to reprint yourself or to obtain information on purchasing a poster).

     

     

    This tool builds on important research like that of Oliner & Oliner who studied the makeup of altruistic personalities to understand the knowledge, affect, and skills of those who intervene (as compared to bystanders, or those who literally “stand by”).

    The Intervention Continuum begins with the assertion that there are no innocent bystanders:  you are either part of the problem or part of the solution. It’s a powerful touchstone phrase that clearly conveys a norm or expectation.  If we don’t teach this norm (or equal) with intentionality and clarity, then we shouldn’t be surprised when individuals choose another standard to guide their behavior.  Intentionally teaching the idea “there are no innocent bystanders” introduces cognitive disequilibrium (i.e., “wait a minute; that’s not I heard or thought or have experienced”), which begins to break apart the “ignorance is bliss” mindset by introducing a new norm or standard for behavior.

    The skill of intervening is built upon an interconnected synergy of values. In particular the tool highlights the role of courage, responsibility, and good judgment in standing up for what you know is right. The Intervention Continuum shows that intervening requires discernment across a continuum of possible options, which requires prudence, or good judgment.  The tool teaches that seeking help from others and intervening yourself are both alternatives to “doing nothing”.  Essentially what the term “intervention” is addressing is responsibility.  Being responsible literally means “the ability to respond,” the ability to intervene when called upon, to stand up for what is right, and to correct what is wrong. Responsibility says, “do help”, “do step up”, “do step in”—even when helping carries a cost.  The Intervention Continuum challenges us to find a way to intervene on behalf of people or principles.

    This tool reinforces our operational definition of character as “values in action.”   Our character (in Greek, our “distinguishing mark”) is the degree to which we have alignment between our espoused values and our lived behaviors.  Just because I know or value justice, mercy, and truth does not make me a person of character necessarily. It’s when I know, commit, AND live according to my values that I may be properly considered a person of moral character.

    How does our character become strong and stable?  One way of understanding our character is to think of it as a muscle. Like any muscle, it gets stronger when we work it out; it gets weaker and atrophies when we neglect it. And, like any muscle, injuries ensue when the weight or force applied to the muscle exceeds the capacity of the muscle.

    Like any muscle, our character muscle also develops muscle memory.  When you try a new physical skill, it feels awkward; it’s not easy or natural. It’s not until you practice the skill repeatedly that a comfortable, stable habit begins to develop. Then when faced with a pressure situation requiring the skill, having practiced this skill many times, muscle memory overrides all of the fear, jitters, worries, and instinct takes over. True for any physical muscle; true also for our character muscles. Confidence in our “ability to respond”—in our “response-ability”—is developed by deliberate practice, not simply by luck or innate ability.

    So, these are the basics of the skill of intervening as presented by the Intervention Continuum. What does it take to make this standard a lived reality? How can we use the Intervention Continuum strategy to ensure more consistent ethical behavior?  First, it must be taught with intentionality and intensity. We simply cannot leave it to chance that individuals will naturally develop this skill. We must intentionally teach it. This skill/norm/behavior/expectation must also be practiced with intensity.  It’s a very challenging skill to master. Therefore it must be deliberately practiced, repeatedly, over time and in diverse and varied settings and situations. True for anything we want to get good at, right? So too with intervening:  the more difficult the challenge the more intense and intentional the practice required.

    We need these simple strategies, these replicable tools (what the brain research calls “good enough” rubrics) to guide our behaviors—especially in the most high pressure of situations.  Without replicable rubrics and rituals like the Intervention Continuum to guide behavior, both the burden of knowledge and the vacuum of ignorance will render us incapable of responding.  Just like in sports, you need to have practiced a skill many times before your habits will be available to guide you through high pressure situations. As Aristotle said, “we are what we repeatedly do.”

    Come full circle to the specific context of the Penn State scandal.  We need to objectify these situations. We need to rewind the tape, hit play; hit pause; teach and re-teach, like a coach reviewing a game tape. We often don’t teach about our great societal and community moral collapses because we’re afraid it will get ugly, that we’ll get distracted, divided, and lose sight of our purpose in discussing it, and ultimately do more harm than good. This is a tool that can take an ugly situation that most don’t want to touch with a ten-foot pole and objectify it, using the situation as a teaching experience without dwelling on the disgusting details. The tool allows us to focus instead on what we can learn and DO DIFFERENTLY given a similar situation that we might face.

    The Intervention Continuum tool is meant to be simple; mastering it is not easy. This means we can teach empathy for the victims as well as those who failed to adequately intervene. They blew it, but it could happen to any one of us if we’re not prepared. We can show on the continuum what they did do, and really teach about how different situations call for different responses.  Remember that Joe Paterno was fired not because he didn’t do anything, but because what he did was not enough given the seriousness of crimes—which is also true of many individuals engrossed in this situation.

    Here are four additional ways to practically introduce and develop the skill of intervening represented by the Intervention Continuum:

    1. Post it in your home, classroom, locker room or workplace and introduce its basic
      elements. Reinforce and expand knowledge by scaffolding to it from emerging
      teachable moments.
    2. Brainstorm a variety of practical ways to intervene with courage, responsibility, and good judgment for some of the most common situations that you will face.
    3. Identify positive examples (or negative counter-examples) drawn from literature and
      media to show what it looks like to intervene well (and what it looks like when
      you don’t) and discuss the short- and long-term consequences.
    4. Reflect as a group on how you will support, challenge, motivate and empower one another to intervene as needed (e.g., accountability partners, small support groups,
      etc.).

    The Intervention Continuum in no way guarantees that we can eradicate moral collapses like we observed at Penn State—or like we have observed in corporate and political scandals, school violence, or human atrocities throughout history. However if we can use this tool to teach and re-teach issues great and small, if we can use this to improve our knowledge, commitment and skills—our head, heart, and hands—, if we do it often enough and well enough, then just maybe when we find ourselves in a significant situation where intervening is truly required of us, maybe we are prepared to respond—to step in, to speak out, to stand up, to do something.

     

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    • Joan Niemann 11:30 am on November 16, 2011 Permalink | Reply

      Thanks for the motivation to talk about issues such as this in different settings and giving me a format with which to begin.

  • There are no innocent bystanders: Why I mourn for Coach Paterno and all at Penn State University, but support the decision of the trustees

    Matt Davidson posted in Character Blog, Character For & From Sports at 7:45 pm on November 10, 2011 | 4 Permalink | Reply

    I struggled as to whether I would write on the disturbing case unfolding at Penn State University. On the one hand, this is a case that is at the core of our organizational passion and expertise.  What we are witnessing and trying to make sense of as a nation lies within the cross hairs of character and culture—the very topics to which we have dedicated our lives and work at IEE. On the other and, in this media-saturated world we are bombarded with information, information that is often incomplete and inaccurate; and too often analysis and commentary offered at these times risks contributing more heat than light.

    Here’s at least one reason I decided that I needed to share some thoughts: my eight year-old son.  Since around the age of four he has exhibited a passion and exuberance for sport. Any game, anytime, anywhere, he’ll play it, watch it, or talk about it.  He can be heard day and night rolling on the floor, commentating the actions of a game, mimicking every gesture and phrase common to sport.  First hugs of the day with him are followed with either an update from some game the night before, or questions about who won or lost. He’s simply got the bug for all things sports. It’s beautiful; it’s pure and simple.

    But of course not everything in sport is pretty and nice; much is ugly and downright unethical. But still it gives us a context to talk about that too. Sometimes I hope he won’t see the ugliness and that the purity of his viewpoint on sport and people and life could be preserved forever—but I know it can’t.

    This morning he snuck down quietly to the basement for a stolen few minutes of Sports Center—one of his  great pleasures in life already.  We immediately hustled to tell him to turn it off, knowing that the Penn State story would dominate. Before we could, he ran up the stairs saying, “Dad, Joe Paterno got fired? But why?” I wasn’t ready. I should have been, but I wasn’t. Once again, I hoped he hadn’t seen it and that it would go away. But it wouldn’t.

    So I shared the following explanation with my son and my nine year-old daughter:  “Coach Paterno didn’t actually do anything illegal. There were some people at Penn State who did some bad things, and Coach Paterno and others knew and didn’t do enough to make it right.”  And then I said, “At work we sometimes say it this way:  ‘There are no innocent bystanders.’  When you stand by and watch something bad happen and don’t do anything about it, you’re not innocent. In fact, you’re as bad as the person who did the bad thing. That’s why he got fired.”  They seemed to understand that well and we talked about where and when they need to be ready to intervene like the playground, etc.

    Throughout the day as I listened to commentaries and talked with colleagues, I became unsatisfied with my response.  Why after all of the media attention was I really unsure as to who did what and who knew what? How was it that I again and again it seemed like Joe Paterno was the victim, not these young boys, who were at the time of their abuse not much older than my own son?  Why hadn’t I told my kids the whole truth? What was the truth?

    As an act of conscience I decided to read the transcript of the grand jury testimony.  If you can’t bring yourself to read it, I understand that: it’s human depravity and sickness at its worst.  Let’s just say that it wasn’t until I did that I realized that my response was inadequate, my explanation too clean and easy.  What Coach Sandusky did was pure pathology and sickness—done to the most vulnerable, done using all the trappings of power and prestige and materialism that would literally seduce those at risk boys into allowing this predator into their lives.

    But it was the words I shared with my kids this morning, the words we have shared with so many through our work here at IEE that hit me hardest as I read the testimony:  “There are no innocent bystanders.”  As I read the grand jury testimony the gravity of the moral meltdown hit me.

    As I read the transcript I compiled a list of people who knew something about Mr. Sandusky that are named in the report: a wrestling coach, an assistant principal at the local school, a 28 year-old graduate assistant, the father of the graduate assistant, Coach Paterno, AD Tim Curley, VP Gary Schultz, the Executive Director at Second Mile, the Penn State Campus Police, Child Protective Services, the University’s Counsel lawyer, Pennsylvania Department of Public Welfare, two custodians, the custodian’s supervisor.  I’m sure if I combed the report again I would find people I missed who knew something.

    If I was from the list above to put together a logical web of colleagues and family members I would easily come up with a constellation of people who knew something that would number in the 100’s. If I were to make a list of places where the victims reported being with Mr. Sandusky they include college and pro football games, Penn State athletic facilities, offices and buildings, restaurants, local parks, and local schools. And again, were I to create a web of people who in these various settings would have seen something, sensed something, wondered something it would likely number in the thousands.  If I were to read the report again I would find in almost every case an example of where these individuals did something—but nobody, nobody did enough.

    This is not an attempt to engage in shameless self-righteousness and moral indignation pointing the fingers at “them” and what they did or didn’t do.  We must avoid this at all costs.  What we are learning in this case has been learned from world wars and holocausts past and present, from every form of human rights movement, from school shootings and acts of hazing and bullying be they in the school or in the workplace:  (1) human beings are painfully slow to intervene and to act upon what they know and believe to be wrong. (2) There is a collective instinct NOT to intervene. (3) We are all to some degree tainted and corrupted by the instincts of self-preservation self-promotion, which leads us to override the voice of conscience. (4) Our individual and collective conscience is weak, terribly weak!  And, (5) unless or until someone speaks out and steps in, there is a herd instinct NOT to step in.

    There were many with the chance to speak up and step in; no one did so with enough moral conviction to awaken the moral voice in every one. Thus no one person is to blame for not responding more fully; we are all to blame.

    Moral meltdowns such as this seem so obvious fix or avoid.  We draw them up like football analysts playing Monday morning quarterback. Should have seen this; should have done that; why didn’t they just; if they had only done. It all looks so clear when we can rewind it, slow it down, dissect it.  It seems so easy when we’re not tired, scared, worn down and weak.

    I truly think our pain and embarrassment of what is happening at Penn State is at some level the realization that we are looking on something that could have very well happened in my community, that I could have been that person who turned away, who sheepishly thought, “who am I?” “what could I possibly do?”

    We all have a responsibility to learn and grown from this tragedy.  Conscience and character are muscles, muscles that must be exercised regularly.  We cannot expect to be ready for great moral challenges when we neglect to work out on the smaller daily moral challenges.  How often do I ignore offensive humor; how often have I turned away, driven past someone or something, failed to help,failed to call, failed to do something? We have all failed and sadly, we will fail again.

    I failed this morning with my kids.  I will return to this issue tomorrow with my children to help them grow more fully from the deeper lessons and truths of this story. What I said to my son and daughter wasn’t the wrong but it was cleansed beyond effect. I failed to honestly convey what was that was done wrong and to whom it was done. As a result they will likely not learn vitally important lessons that they need to protect themselves from the Coach Sandusky’s of the world, and to prevent themselves from making the same mistakes that have been made by Coach Paterno and others at Penn State.

    Tomorrow morning I will tell my kids that an assistant football coach at Penn State did inappropriate sexual things to young boys; that he gave the boys tickets to games, and jerseys, and bought them meals so that he could trick them into letting him do things they didn’t want to do.  I will tell them that Coach Sandusky is a sick man and that there are other sick men out there like him; that they should not fear people, but that they should be careful too. I will also tell him that many people at Penn State, including Coach Paterno, knew something had happened to these boys and none of them did all that they could do to stop it, and to save these boys from this coach—and to save this sick man from himself.

    There are indeed no innocent bystanders in this case. Joe Paterno may not be guilty, but he is not innocent either. But neither are any of the others in this case. He may be getting too much attention, but as an old coach he knows very well that coaches get too much credit when teams win and too much blame when they lose. He has certainly known the thrill of victory; and this defeat is no doubt pure agony for him and his family.  He has had many victories, but I’m sure even he would acknowledge having learned more from his defeats. In time we will all hopefully learn from this defeat along with him.

    I cried this afternoon as I read the grand jury testimony. I thought of my own son and I cried. How could he? How could they?  How can we allow such terrible things to happen each day in our homes and school and communities to the most vulnerable?  I mourn for Coach Paterno and for the entire Penn State community but I believe the trustees did the right thing. I particularly mourn for those boys.

    I am reminded of Arthur Miller play, All My Sons. In it the father commits suicide after realizing that his actions, his moral failures, done for self-preservation and the benefit of his own sons, lead to the death of 21 American Pilots. A famous quote from the play, gives us all plenty to reflect on in light of the incidents at Penn State:  “You can be better. Once and for all you can know there’s a universe of people outside and you’re responsible to it.” The father in the play realizes, what we must all realize today:  “They are all our sons and daughters.”  Coach Paterno has been father to so many young men, father to so many student athletes and coaches.  He has done so much good for so many but he also knows that “from those to whom much is given, much is expected.”

    I am sad tonight. I am sad to have witnessed again the depravity of mankind and how one person’s sickness can affect so many. I am sad to see that we all lost in this battle. It is a loss will burn in my belly for a long time. I realize once again that there are no innocent bystanders and  I recommit to stand up for what is right, to speak up on what is wrong, to risk self-preservation and self-promotion for the good of humankind.

    For tonight I’ll just go home and watch a few minutes of a game with my son and hope he doesn’t see the tears run down my face or sense the depths of my sadness.

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    • Gail Ryan 8:20 pm on November 10, 2011 Permalink | Reply

      Thank you, Matt. I appreciate your courage to share your thoughts as well as your reminder to all of us to stand up for what is right and to speak up in the face of wrong-doing.

    • Dennis Harper 11:11 pm on November 10, 2011 Permalink | Reply

      Very touching and well written Matt!

    • Pat Pascucci 5:44 pm on November 11, 2011 Permalink | Reply

      This is a prime reminder of the sin of commission when one does what one ought not to have done and the sin of omission when one fails to do what one should have done. The effects of both can be far reaching, like ripples from a pebble tossed into a pond. Let’s cause ripples for good!

    • The Sull 8:41 pm on November 18, 2011 Permalink | Reply

      Dr. Davidson hits the nail on the head, “I truly think our pain and embarrassment of what is happening at Penn State is at some level the realization that we are looking on something that could have very well happened in my community, that I could have been that person who turned away, who sheepishly thought, “who am I?” “what could I possibly do?”” Sometimes tolerance is not a virtue.

      Also, the janitors knew. The janitors talk to everybody–unless Penn State janitors are somehow different.

      Well said Matt.

  • What's Your Media Diet?

    Kyle Baker posted in Character Blog at 4:21 pm on October 28, 2011 | 2 Permalink | Reply

    Note: The title of this post is not a rhetorical one. I am genuinely interested in learning more about your own “media diet.” Please share your reflections on your media diet as a comment on this post using the reply function, or email me directly at kbaker@excellenceandethics.org. If you email me, I won’t publicly share anything you write without your permission to do so.

    Recently I’ve found myself being asked about my media diet with increasing frequency. There are all kinds of ways to define “media diet,” but what I’m most interested in are the “staples.”  In other words, “What online media and tools do you consume (read/use) on a regular basis?”

    The Atlantic has been exploring this question with people of interest in recent months (see their Media Diet interviews on the Atlantic Wire by clicking here). With access to information increasing at a seemingly impossible rate, the question “What are you reading right now?” has evolved into a different type of beast altogether. While I count myself among the many who still cherish the practice of regularly reading print media (although considering the rapid changes that have already occurred, it’s much of a stretch to envision a child in the not-so-distant future pointing at a book on a shelf and asking “What’s that?”), much of my media consumption occurs within the digital landscape. If we were to sit down and assess the platforms in which our media consumption occurs, how much of that consumption would include online sources like websites, Facebook, Twitter, email, blogs, wikis, etc…?

    Some online communities have even developed norms that regularly encourage the sharing of media diets, such as #FF (Follow Friday) on Twitter. In that spirit and in response to recent inquiries about my own media diet, and even more importantly in order to share some resources and start dialog (and hopefully sharing!) here are just a few “staples” that make up part of my daily media diet using the Culture of Excellence & Ethics Focus Areas as a guiding framework.

    Build Positive & Productive Relationships (Consider the Perspective of Others)

    The Staple: The New York Times

    The Nutritional Value: Facebook, Twitter, and other social networking platforms would be the easy-out here, but instead I’m going a slightly different route. Reading the Times each morning (at least the online front page) gives me at least some sense of what is going on in the world, around the country, and in the region. My hunger to “learn it all” can be dangerous in the age of access, so the Times (along with several other city/region specific papers) gives me a quick glance at “what’s going on”, enabling me to engage in conversations with people of diverse perspectives and interests.

    Communicating and Collaborating with Efficiency & Effectiveness (Assume Shared Responsibility for Collective Work and Value Contributions Made by Each Team Member)

    The Staple: Dropbox+Google Docs

    The Nutritional Value: Cloud storage and data syncing services like Dropbox have been game changers in almost every professional field. The ability to access documents from multiple locations and share a large volume of data with multiple users is a function that many of us can no longer imagine being able to operate without.

    Google Docs takes the concept of sharing and pushes it into real-time collaboration. I myself have only just scratched the surface of what Google Docs can do, but the experiences I’ve had in which multiple people in different locations are viewing and editing the same document simultaneously have me convinced of the incredible potential truly collaborative online media can provide moving forward.

    Managing Priorities and Reducing Stress (Utilize Time and Manage Workload EffectivelyUse Productive Strategies for Reducing Stress and Anxiety)

    The Staple: Action Method by Behance

    The Nutritional Value: I’m busy, and if you’re reading this, my bet is that you are too. Without a system to put the Identify, Prioritize, Organize, Plan process described in the Time Commitment Tool, I would fall apart. My systems and structures for managing my time commitments are fluid; I’m always slightly modifying existing practices and trying new things in order to constantly strive for maximum effectiveness and keep my stress levels healthy and manageable. The element that has been the most significant addition to my productivity arsenal in the past year has been the Action Method. The Action Method suggests we look at everything as a project and break down information related to a project into three categories: References, Action Steps, and Backburner Items.

    With synching between the Action Method’s web interface and mobile app, I have access to information that helps me identify the most urgent work that must be done on each project at any given time.

    Of course, if you do find yourself stressed, resources like this can be infinitely helpful too.

    Committing to High Standards and Continuous Improvement (Develop the Habits for ExcellenceUtilize Effective Goal Achievement Strategies)

    The Staple: Twitter

    The Nutritional Value: I resisted Twitter for years. More accurately I was openly critical of its functionality and purpose beyond the vain sharing of personal exploits that should probably not be shared in the first place. After all, who wants to know where so-and-so goes to lunch in such-a-place.

    Well, it turns out Twitter might just be the most powerful professional learning tool available today, particularly in the field of education. Being active on Twitter not only opens up immediate access to interesting information from media sources and individuals, but also allows me to connect with a “PLN”, or “Personal Learning Network” in a variety of ways from sharing resources to engaging in 140-character-or-less discussions to scheduling a coffee meet up, thus engaging me in a community that supports me by informing and inspiring me with the great work others are doing, and inspires me to do work that can help others as well.  Example:  I follow the Twitter account of at least one person from each of the websites listed in this post.

    Oh…and sometimes I choose places to eat while traveling based on recommendations people post on Twitter…so I guess I’m the person that wants to know where people go to lunch.

    Demonstrating Emotional Intelligence, Integrity, and Responsibility (Stand Up to Peer Pressure)

    The Staple: gimme presence

    The Nutritional Value: I’ve always tried to consistently develop reflective practices, but this summer while facilitating a number of workshops on “Standing Up to Peer Pressure” and “Creating a Safe & Bully Free Environment,” it became more apparent to me than ever how important reflection is to developing identity and learning to be in tune to our true authentic self. gimme presence offers a reflective prompt in instant-dose format, offering a quick thought that allows the reader to enter into a moment of mindfulness and develop the habit of becoming what in Jesuit spirituality is referred to as a “Contemplative in Action.”

    Exhibiting Creativity & Innovation, Critical Thinking, and Problem Solving (Solve Problems Efficiently & Effectively)

    The Staple: Brain Pickings

    The Nutritional Value: A resource unlike any other, Brain Pickings is an eclectic collection of…well, all kinds of things really. In fact, on the about section of the Brain Pickings website it’s described as a “LEGO treasure chest.” I can’t think of a single other online resource (I view Twitter, Tumblr, etc. as collections of individual resources) that has introduced me to as many interesting, creative, artistic, and fascinating things as Brain Pickings has, a curation led by Maria Popova in collaboration with other contributors. Exposure to such an eclectic collection of information enables me to constantly, as Apple once prompted us to do, “Think Different.”

    Leading and Serving Others (Demonstrate Personal and Collective Responsibility)

    The Staple: Harvard Business Review

    The Nutritional Value: I’m not aware of another resource as rich and valuable in the area of leadership and professional development as the Harvard Business Review. HBR’s website allows you to access current and archived articles from their printed monthly, but additionally includes an incredible number of blogs and resources on virtually any topic related to leadership, management, organizational culture, and development. Any time the writings of talented researchers and practitioners are gathered in place like they are on HBR’s website, thoughtful and provocative knowledge is bound to be dropped. The articles and blogs from HBR are so applicable to education, it comes as no surprise that the education and business departments at the university work in close collaboration.

    Living a Balanced, Purposeful, and Healthy Life (Identify and Pursue Broad Life Goals)

    The Staple: TED

    The Nutritional Value: It’s a big world out there, so big there’s no way to know it all or do it all…but these beautiful, inspiring, dynamic, though-provoking talks presented as watch-em-over-lunch videos will keep you heading in a positive direction.

     

     

    So….what are the staples of your media diet?

     

     


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    • Kristen Stancik 5:23 pm on October 28, 2011 Permalink | Reply

      What an honor for little ol’ gimme presence to be listed among these nutritional powerhouses! Thank you, Kyle.

    • Ryan S. Arnold 5:53 pm on November 4, 2011 Permalink | Reply

      Thanks for the great post Kyle.

      Though I don’t think of my media diet in quite the context that is presented here, nor have the brain power this late in the week to put my square pegs into the round holes, I’d be happy to share how I view my media usage and how it tallies up by the end of the day.

      I think of my consumption first as concentric rings growing from local news sources out to international, and then I break my reading into my three different topics that are closest to my interests: Business, Technology, and Environmental.

      Starting at the beginning, I try to gather most of my news from the digital versions of traditional news sources: local news from the local papers such as CDApress and Spokesman, regional such as the Seattle PI, and then loading up the mainstream outlets from both sides of the pespective. The usual tabs on my computer in the morning will read: CNN, MSNBC, Fox News, HuffPo, Drudge, NYT, Al Jazeera, and Politico. Whether the content is quality or not, covering these bases seems to cover your butt in 90% of political discourse you’ll run into in a given day, which is important to the 10% of people I run into who read the news in general on a day to day basis it seems.

      After all that is done, I break into my personal interest categories. Here are the usual tab loads:

      Tech
      -Mashable, Fast Company, TechCrunch, Engaget, gizmodo, lifehacker, Social Media NZ, Wired, ReadWriteWeb, Slate

      Eco
      -Grist, Treehugger, The Daily Green, Fast Company Ethonomics, NYT:Dot Earth, DownToEarth Blog, Inhabitat, Materialicious, PSFK, Scientific American, Yale Environmental, The Oil Drum, Kootenai Environmental Alliance

      Business
      -TechCrunch, WSJ, Entrepreneur, Forbes, Young Entrepreneur, Business Week, HBR

      Though I do read these in the browser a lot of the time, I’ve been aggregating most everything through Google Reader for the last couple of years, as a way to better utilize my time. I’ve found that to be a great way for me to consume everything fairly quickly- scan, select, read, and share. Then move on with life.

      Reflecting though, in the last year I’ve actually moved all most everything regarding news information throughout my day to Twitter. It’s proved to be a better and more social aggregator for me than using google reader to collect RSS feeds. Not only can i use twitter to like an RSS feed aggregate from most of these sites, I can socially surround myself with people who filter even more useful things to me everyday- something that, all things being equal, saves me even more time and gives me more useful information to process. The trick is not to overlap tools and consume the same media redundantly.

      My twitter follows are structured similarly: local to international general news, Eco/Tech/Biz as content topics. I’ve tried to keep FB as a gossip site for my personal network which seems to be mutually exclusive to my Twitter follows, but I’m also noticing a news/interest creep as I start liking companies who I may want to connect with, but don’t participate on Twitter or have an RSS feed.

      That’s the secret to my madness….

  • Attiude and Effort

    Margaret Seidel posted in Character Blog, Power2Achieve Community at 6:36 pm on October 21, 2011 | 2 Permalink | Reply

    Tower Activity to teach Attitude and Effort

    Recently I used the Tower Activity to teach the P2A Attitude and Effort tool.  Students were put into small groups and the materials were given out in large envelopes.  As we went over the differences in materials and physical limitations that would be assigned to each group, the grumbling among students began.  Students verbally expressed that they felt the activity “was not fair” and the body language among the groups ranged from excitement to dread as they learned about the limitations that each group would face.  After explaining the activity and starting the timer, all groups were able to create something that resembled a tower with the materials they were given.  The groups that had physical limitations, such as working with only one arm or working without talking, struggled to make the most of their available resources and many group members seemed “checked-out” of the activity.

    After the allotted time had passed, the class reconvened and we discussed how the activity went.  Many students felt that the activity presented challenges that prevented them from creating a “great tower” and that they needed either more materials or less physical limitations to achieve the goal.  When I asked the students if they brought their best effort to the challenge, most responded “no”.  When asked to provide feedback as to why this occurred, many explained that the inability to communicate, use both hands, or have adequate materials prevented them from achieving maximum success.   When I asked the students if they brought their best attitude to the task, half of the students responded “no”.  When I asked why this occurred, many responded that they felt the challenge was unfair and that the range of materials gave an unfair advantage to the groups that could verbally communicate or use both hands.

    I followed up the activity with two video clips and asked the students prior to watching the clip to look for evidence within the clip to support the questions: (1) Do you think the individuals in the clips bring their best attitude and best effort to their everyday lives? (2) Do you think the attitude and effort of the featured individals plays a role in their everyday success? After watching the clips students were able to articulate that fair is not equal and that attitude and effort do play an integral role in the day-to-day successes they will achieve.

    http://www.youtube.com/watch?v=cFke91pbfUo

    http://www.youtube.com/watch?v=VuOyBFEAylU&feature=fvsr

    I followed the video clips up by asking the students what they could take-away from the tower activity.  Students responded:

    • I need to stop comparing myself to my twin/sibling/classmates and stop asking why it seems like others have it so easy.
    • I need to improve my attitude by changing my thinking.  Thinking that everything isn’t fair and complaining isn’t helping me to reach my goal.
    • I need to improve my effort by making better use of what I have and stop focusing on what I don’t have.
    • I need to stop giving up before I have even started, especially when I feel like a challenge is going to be hard or something that doesn’t come easy to me.

    Although I don’t think that this activity will result in the creation of perfect attitudes or effort for every student, I do feel as though students have a visible idea of what bringing your best attitude and effort to every challenge means.  They now understand what it means when we tell them to exemplify Kyle Maynard and leave the excuses behind.  They understand what we mean when we tell them to be a problem solver and make the best use of their resources like Patrick Hughes.  I closed the lesson with the statement, “Talent will only get you so far; the attitude and effort you put behind that talent is what will ensure you achieve your goals.”

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    • Judy Jameson-Kellogg 5:12 pm on October 22, 2011 Permalink | Reply

      Thank you! Thank you! You have helped me impart the importance of effort and attitude in a fresh, new way and thus, helped my students! Just great!

    • Lynne Hunter 8:32 am on October 24, 2011 Permalink | Reply

      Hi. I was wondering which lesson uses the Tower Activity? Thanks.

  • The Power of Intentional Routines

    Matt Davidson posted in Character Blog at 1:07 pm on October 21, 2011 | 0 Permalink | Reply

    In our family we begin meals, as many families do, by sharing in grace together:  we begin when everyone is around the table and holding hands; then we say our grace aloud together, giving thanks for the nourishment, for one another, and for all our many blessings. At the conclusion of grace we raise our hands and emphatically say, AMEN!

    On occasions when one of us—usually my wife or me finishing one last thing—is detained, the rest of the gathered group holds off saying the final Amen.  The group sings aloud AAAAAAAAAA… until the missing person final completes the circle, when we can all grab hands, raise them in the air and emphatically complete the long anticipated conclusion….AAAAAAAAMEN!

    Our kids love this part of the routine, probably because they are empowered by the routine (yes, to sing the long, loud AAAAA) to be gate-keepers of our shared routines. Once, after a few meals of less than enthusiastic AMENs! our youngest daughter, then age 3, wondered aloud, “Why don’t we say AMEN like we used to?”

    This isn’t a piece designed to get you to say grace—although, I think regardless of your faith or worldview it’s a mistake not to be mindful of every gift in our lives and to take nothing for granted.  But this is a piece about the importance of our routines.  In the book, <em>Routines for Our Times,</em> the authors argue “Every time we participate in a ritual [routine], we’re expressing our beliefs.”   Rituals and routines, habits or norms, our shared way—culture.

    Consider the simple case study of our family routine for beginning meals:  our ritual expresses our beliefs about faith, family, and fun.  We all hold hands because it may be the precious few seconds in a day when we physically touch those we love. We give thanks for our nourishment and for those who prepared it. We offer our enthusiastic AMEN from our religious values and traditions where it connotes firm, faithful, exuberant agreement, but also to simply shake us from the dangers of an unmindful, ungrateful, monotony to one of enthusiasm, celebration, and shared belief.  The AMEN also reflects our family’s shared love of simply being loud, goofy, and fun-loving.   It’s a simple but significant routine in the life of our family.

    Our routine for beginning meals is not better or worse than any other routine; there are countless purposeful routines for beginning meals. But I would argue that it fits us (that is, is aligned with our values) and expresses our beliefs. This routine shapes, renews, and challenges us to live our deepest values. Even our three-year old daughter knew we were losing something essential when we had lost our enthusiastic AMEN.  Her excitement for and belief in our routine inspired her to challenge the rest of us to stop going through the motions.

    I have had to coach up our kids when they began to use the hand holding as a time to check on who had NOT washed their hands.   I put my foot down and passionately teach, “Hey folks, listen up: first, wash your hands before you come to the table. That’s disgusting. Second, remember what we’re doing here: this is a time to connect to one another and to be mindful of our gifts. This is important. Do it the right way. Do it our way.”

    Bottom line:  our routines both  REFLECT and REINFORCE our values.  Rituals  and routines matter deeply, since, as we have argued so many times before:  Culture (our shared norms and habits) shapes character (values in action).  If we lose sight of what we do and why we do it we are in danger of expressing and reinforcing what is likely counter to our  espoused or desired values.  As Tom Lickona put so simply and powerfully: “we must practice what  we preach, but we must also preach what we practice.”

    I have been reflecting lately in earnest on the ways in which my personal routines (for prayer,  for fitness, for creative work, for busy work, for rejuvenation and relationships) contribute to or detract from my values and goals.  I am constantly reflecting on the  routines for our team at IEE, for the teams I coach, for the boards I serve on. IEE’s Culture of Excellence and Ethics Tools are research-based strategies for shaping intentional culture around attitude, effort, communication, negotiation, etc.—basically any skill or behavior that indviduals need for efficiently and effectively working and living together.

    I am constantly surprised by the power of intentional routines: proactive, positive, shared organizational habits are absolutely transformative.  I’m equally surprised by the damage incurred  by unintentional routines. Remember, if we don’t define the rituals and routines then they’re up for grabs, and when it’s all up for grabs you simply get what you get.

    I recommend that we all take some time and begin to reflect on our  rituals and routines.  Do they express our  espoused values? Do we remember how and why we do what we do?  Are our routines contributing to or  detracting from our deepest values?   If we talk about faith, family, and fun why  does dinner reflect and reinforce something totally opposite?

    So what if you, your family, class, team or company has forgotten, or never knew or even had intentional routines?  Don’t despair. It’s never too late to get intentional.  And, as the saying goes, “there’s no such  thing as justice, there’s just us.” If you don’t like how we do things, then let’s fix it, change it, reshape it, remake it. And if it’s still not quite  right, then revise it again. Because here’s a little secret: the process is the  intervention! It is in and through discussions of what we do and why we do it that  we also reflect and reinforce our shared values.  You’re never going to get perfect rituals and  routines. They’re living, breathing, evolving entities that reflect and  reinforce, support and challenge us. It’s all about discovering, uncovering, and recovering  intentionality.

    Intense and intentional culture reflects and reinforces the character and culture needed to truly achieve our unique potential. With something as important as our routines,  don’t guess or assume, hope or pray; instead, establish, reinforce, remind, and recreate  anew—get intentional.

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  • "Feed the teachers so they don't eat the students"

    Matt Davidson posted in Character Blog at 12:06 pm on October 11, 2011 | 2 Permalink | Reply

    “Feed the teachers so they don’t eat the students.” So read a sign I remember seeing at a conference many years ago. This humorous truism has  stayed with me all these years later. In fact, the dark and humorous truth of this statement echoes in my head these days as I travel and converse with educators across the country. One thing is clear: educators today feel stressed out and maxed out, pressured by time and expectations, with too much to cover, too little time to do it, and all the while budgets continue to tighten. When you feel like you’re doing everything you can, and it’s still not enough, resentful demoralization often sets in. Whether you’re an administrator, a team or department leader, I recommend that you heed this wise advice and “feed the teachers, so they don’t eat the students.”

    There is really no bad time to invest in the culture and competencies of your professional team—but there are often times when it seems counterintuitive to do so. And I think we are in one of those time periods now:  How, you might ask, how in these difficult economic and educational circumstances can you “afford” to spend time establishing or reestablishing your organizational habits?  How can you “afford” to establish or reestablish collegiality, trust, respect, and the overall professional and ethical learning community?  Because, we would argue, precisely amid these challenging economic and educational circumstances, if you do not invest in intentionally developing the staff character and culture, the result will be a faculty and staff who are resentful and demoralized; they will turn on each other, the administrators, students and staff.  In the very time when you need to band together, to work smarter and harder, to try new ideas and strategies for reaching and teaching students, they will instead begin shutting down, tuning out, turning against the organizational leaders and turning on each other, their students and parents—and eventually the profession as a whole.

    So what can you do?  In our Culture of Excellence Ethics Professional Development Toolkits we offer to educators knowledge and tools they can use for building the culture and competencies NEEDED FOR teaching learning. I am going to offer several that we use in our Professional Development Toolkits for educators that can be used to develop more intentional organizational habits for working together. The more tense and volatile the circumstances, the more stressed and maxed out the individuals, the more important it is to get intentional about your norms for working together.  So, here’s what I would recommend:

    1. Develop a Touchstone to reestablish your shared vision and values.

    This isn’t a mission statement; it’s not meant to be a prolonged or painful organizational visioning process.  It’s meant to provide a rough and ready recalibration of current and desired state. It’s meant rally the group, to help clarify in an otherwise crazy world, your shared values. It is a simple, “good enough” process to recapture some sense of shared organizational mission and vision, to remind us we’re in this together, and that while we may have profound disagreements about many things, we can find a set of shared values from which to work together. (Contact me directly and I’ll send you the process; here’s an abbreviated description).

    Using  the streamlined process we have developed developing a touchstone simply requires you taking the group back to you foundational documents (review your  mission statement, review your strategic goals, etc.), drawing out from these  the core moral and performance character values that drive your work together.  Be sure to highlight in particular the spoken (or unspoken) operative values  that will be NEEDED FOR your work together now, in this economic and education climate, with the particular individuals on your team. I don’t have to know  your mission statement to know that you’ll need collaboration, communication,  trust, collegiality, hard work, perseverance and positive attitude.

    Take those values and then turn  them into a set of “we statements” that describe how you will carry out your  work together.  For example, “We support  and challenge each other in our quest for excellence. We are honest but  respectful. We are fair to everyone—including those not present. We learn from  our mistakes and keep moving forward.”  4  to 8 powerful statements that provide a set of operative values to guide us and  to strive for, reminding us of who we are and how we want to do our business. Those  same values that were on the wall or in those core documents before are still  relevant; but, we must make sure that they speak to us today. HOW we work  together towards our shared goals is essential; it ensures that we pursue our goals with personal and collective responsibility and integrity.   As a group we need some sense of here’s what  we’re up against, and here are the values that have sustained us in the past that we must draw upon in earnest to succeed against the challenges we face.

    How long will it takes? It  depends, of course. But I lead a retreat this summer where we did a touchstone  in about 25 minutes. I’ve done them over the course of a few weeks in steps that may have totaled about 2-3 hours, but where the overall task was done  through 20-30 minute increments. (I would also suggest as part of the process,  that each member of the staff write out their own personal touchstone that  describes the values behind why and how they teach.)  Remember, the process is the intervention. This  is the chance for discussions, for debate, for challenging ourselves. Okay, we  may not have always lived up to this statement, but we still believe in it, right? Okay, then let’s get it down in writing and let’s recommit to live this out.

    2. Develop  a Compact for Excellence.

    If the Touchstone gives you your desired state (who do we want to be and  how will we accomplish our vision?), your operational statement of espoused  values, then a Compact for Excellence is your tool for guiding lived behavior. Okay, if we say we learn from our mistakes and are honest but respectful what will do  and not do—specifically, behaviorally, in the real contexts, situations, and  interactions of our life. We take a simple prompt, “In order to do our best  work and treat each other with respect and care, we agree to do…. (or not  do)….”:  “Begin and end on time. Attack  the problem not the person. Listen actively to all ideas. Do what we say we’re  going to do. Speak with one voice once we have a decision.” We often create a  number of Portable Compacts to guide behavior in particular situations. Before  we begin discussing students of need let’s create a compact (stay on task, keep  the information in confidence, be positive, seek solutions); before meeting with an angry parent or frustrated student (let’s agree to keep our voices  down, listen to each other, seek positive solutions, etc.).  The Touchstone provides big the values-based vision; a Compact (and really a series of portable Compacts) ensures that in  our daily interactions we put into action in our lived behaviors our espoused  values.  (Again, glad to share this  particular tool with any who are interested).

    3. Develop norms for brainstorming.

    Especially  when you’re short on time and resources you need creative thinking, you need  collaboration, you need the collective talents, abilities, and insights of your  entire team. And yet, precisely when we need to work together the most, we are  often most likely to not listen, not value each other’s perspective and  experiences.  Whether we’re figuring out  what to teach, how to make the most of resources, what to cut, what to keep, or  any other important decision, setting norms for brainstorming will ensure efficient and effective deliberations. Simple, right? Yes. And yet how often do  we begin without these norms only to watch the mayhem ensue? I propose an idea,  you shoot it down; one person dominates the conversation; several people offer  nothing; all the while the group is becoming more and more toxic. We’re wasting vital time and energy and undermining collegiality.  Instead we ought to set norms intentionally  for our intended outcomes, the established process, and the allotted time.

    There’s a time for brainstorming and there’s a time for problem solving, and there’s a time for decision making. Clarity about these essential steps in the  process will go a long way to building the confidence and trust of the group  (the world may be crazy, but in our little piece of it we have some order, some  control, something that feels positive and productive).  (Again, glad to share our Culture of Excellence Ethics Brainstorming tool as a model for any who are interested).

    4. Establish a process for  negotiating differences.

    If you work in a group of  people—even if you have shared vision from a Touchstone, a Compact to guide  behavior, and norms for brainstorming—you will still have points of  disagreement where you will need to negotiate. Our Culture of Excellence &  Ethics Win-Win Negotiation tool lays out an organizational norm for negotiating  that contributes to efficient and effective group work. It takes a very complex process and breaks it down into its basics: at the core, negotiation is an I  WANT, YOU WANT, WE COULD process. We need to express clearly our needs and  desires (how many times we lose track of what we’re fighting for or about). We  have to be able to articulate what the other party wants (again, simple stuff, but if you don’t truly active listen and articulate what you hear the other party asking for, you can expect unproductive conflict). Finally, we knowing what I want, and what you want, we need to use creative thinking in coming up  with win-win solutions. We need to think outside the box, try new things, and  make principled compromises.  (Again,  glad to share this tool with any who are interested).

    It’s tough time for educators. We can’t do business as usual any  more. We need to improve and evolve the craft. We owe to ourselves and to our  students. But, as the old adage says, “you can’t give what you ain’t got.”  We need to build up our organizational habits  so that they build up our staff, so that they have the personal and collective  support they need to serve the important educational and social goals facing our students, families, and communities. Sometimes you have to slow down to go fast. Look at what you’re doing and how you’re doing it; recover or  re-establish intentionality. Your teachers will thank you, and your students will be the direct beneficiaries. “Feed the teachers, so they don’t eat the students.”

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    • Troyce Fisher 8:42 am on October 12, 2011 Permalink | Reply

      Great blog, Matt. Practical ideas grounded in ethics. Good work!

    • Noriko Katayama 5:20 pm on October 12, 2011 Permalink | Reply

      Matt, Thank you.

  • Intentional Culture: The Key to Improving Efficiency & Effectiveness

    Matt Davidson posted in Character Blog at 4:27 pm on September 19, 2011 | 0 Permalink | Reply

    September and January are two months in the year when I feel called to pause and reflect on my efficiency and effectiveness, both personally and professionally. These are times for me when I find myself performing an audit of what I do and how I do it, asking myself the familiar Dr. Phil question, “How’s that working for you?” In this audit-mode I am looking at inputs and outputs; I am trying to look across my life portfolio and seek out what’s working well, and what are the areas where I am losing time and energy. I’m trying to get back in control of things, to be proactive in my behaviors and rituals, not reactive, so that I don’t run around like a fire-fighter trying to stamp out little fires that threaten to engulf my productivity and peace of mind.

    I’m not sure if it is worse now than at previous historical times; I’m not sure if technology is to blame for the problem or what we should look to for the solution; but I am convinced that individuals and organizations are maxed out, stressed out, pressed for time, short on resources, and challenged to achieve greater results with less. This reality often means that our first instinct is to think that there isn’t time to reflect on what we do and how we do it; we have to go hard, go fast, go now.

    I get it; I really do. As a father of four, the head of an organization, as a person involved in  church, community and my kids’ school, I get it. We don’t have the time or resources we need to do what we want to do, the way we ought to do it. But, this is in fact, the very reason why we have to continuously establish and recover intentionality in our lives. INTENTIONALITY: there’s no more important concept, for achieving your goals with efficiency and effectiveness. Why do we do what we do, when we do it, in the way we do it?—if you’re not sure of the answers, slow down for a minute to recover some intentionality and watch your efficiency and effectiveness improve.

    This is at the center of work at the Institute for Excellence & Ethics—shaping intentional culture. Culture is generally defined as the shared values, beliefs, and operational norms of a group or organization. It’s a shared way. Leaders shape culture by establishing and reinforcing the shared norms and organizational habits. It is in and through your shared organizational habits that individual habits are shaped. As Aristotle put it, “Excellence then, is not an act, but a habit. It is what we are repeatedly lead to do.”

    Whether you hold the title “leader” or not, you are a leader. In some part of your life, in some portion of your day, you are a leader, whether you’re a teacher, a coach, a parent, a spouse, an employer or employee. As the head of your group you have the opportunity (and responsibility) to repeatedly lead those in your group to do things your way; if you lead them to repeatedly and consistently do things your way they will in turn develop habits as a result. It takes time and energy; but you can either spend time intentionally shaping the culture to develop the positive habits needed for the realization of your core mission, or spend time reactively responding to the negative behaviors shaped by the unintentional de facto culture—what John Dewey called “mis-education” or “collateral learning.” (Sounds like: “No, not like that, like this.” “Not that way, this way”).

    Pick a classroom, family, team, or organization that stands out to you for its exceptionality, and you will invariably find great intentionality regarding their organizational habits—they
    do things a very specific way, for a very specific reason. There is also intensity: deliberate guided education and practice promotes fidelity; commitment of resources (especially time), and strong accountability leads to widespread buy-in ensuring that the shared norms are pervasive throughout the organization—not relegated to “pockets of excellence.”

    Intense and intentional cultures leave a mark on the individual; as the sociologist Gerald Grant described it, these are cultures that “imprint.” It’s not just that they technically
    or functionally fulfill their core mission, but rather that the organizational habits—how
    they fulfill their core mission—are done with such intensity and intentionality that a distinctive organization mark is transferred onto the individual, which is evident in their personal habits (i.e., character). For example, a school culture that imprints certainly fulfills its core mission to transfer knowledge from teachers to students; but, in an intentional culture of excellence and ethics there is significant attention paid to developing the character and culture needed for the general philosophy and specific pedagogy,paying as much attention to how we do things, as to what we do.

    The key to shaping intentional culture is developing and regularly renewing your foundational rituals and routines. Thoughtful rituals and routines are so important because they operationalize our espoused values and ensure that they are in fact lived reality—and they do so in an efficient and consistent way. So, If you espouse a commitment to trust, respect, teamwork, and collaboration, and see these as essential to accomplishing your core mission, then you can’t leave it to chance your group will figure out how to live these out in the context of your shared work together. Therefore, you need to define HOW you do things so that those animating values are experienced. The espoused values must be linked to clearly defined operative verbs. For example, espoused value: trust. Operative verbs to define: communicate like this, negotiate like this, work in groups like this, solve problems like this, etc. What we believe must be linked to intentional norms for HOW we will live.

    Defining what we do and how we do it will contribute to overall efficiency and effectiveness. In an effort to be more intentional, consider the following: Can you identify and describe the
    “signature practices”—those strategies, norms, or organizational habits that render on your group members the “distinguishing marks” (i.e., character) of the classroom, family, school, team, or organization? Not a list of things you do (we eat together, we have an awards ceremony, we go away together, etc.), but a description of HOW what you do is done with intensity and consistency so that they result in a set of shared ideas, beliefs, and habits that uniquely impact and define their group.

    Ask yourself this around any ritual or habit of your group: “how does doing this, this way, help us to more fully realize our mission and goals?” List the practices of your group and ask
    yourself, “why do we do it this way?” And, “is there anything we could change or improve to that would add intentionality so that we better reach our goals?Look across your organization or group and ask yourself: “What are the areas where we are routinely expending resources to reactively respond to problems, inefficiencies, and inconsistencies?” “What habits have begun to detract from their intended purpose and the core organizational philosophy and goals?” “What lived habits and behaviors conflict with or are in tension with their espoused value (e.g., we are doing this to build trust, but it’s being done in a way that actually undermines trust)?”

    If indeed, “we are what we are repeatedly lead to do,” then we must examine our rituals and routines to ensure that they contribute to (and do not detract from) our core mission, shared
    values, and stated goals. As Tom Lickona put it, “you must practice what you preach, but you must also preach what you practice.” What do we do? Why do we do it this way? Why is doing it this way better than the other ways? If you don’t know the answers to these questions, or the answers aren’t convincing to you or those you lead, it’s not the end of the world. Intentional culture is not a destination; it’s an ideal to strive for. However, reconsidering and reformulating the what, why, and how of your rituals and routines can pay huge dividends towards becoming more efficient and effective in achieving your goals.

     

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  • Summer reads

    Kyle Baker posted in Character Blog at 1:57 pm on June 9, 2011 | 3 Permalink | Reply

    I often tend to catch flack for my reading habits, both for the amount of time I spend with my nose buried between pages and for the lack of fiction in my literary diet. (For those of you out there that like to get after me about this, I’m participating in The Atlantic’s new 1book140 book club and currently reading Margaret Atwood’s The Blind Assassin as a part of that, so hey, I’m trying!)

    Likely due to my bibliophilia, a number of people lately have asked me for book recommendations for summer reading, additions to professional development libraries at schools, etc.  A lot of those requests are for books on “character development.”  If you’re reading this, you likely already know that our approach to character and culture development at IEE covers a diverse range of topics, so it probably won’t surprise you that these book recommendations are all over the map as well.  Each of these five books match up with at least one Power2Achieve unit so they make great companion reads for those implementing Power2Achieve Foundations, and they offer helpful insights that are useful both in and outside of educational contexts.  Some have been mentioned on this blog before, but I think each one would work wonderfully for individual, small group, and large group study, so check them out if you haven’t already!

     

    Do you have other favorites you’d recommend to others?  Please reply to this post and let us know about them!

     

    Here’s my Power2 hit list:

    1.  Drive – Daniel Pink.   Daniel Pink absolutely crushes the topic of motivation in this book.  Not only is there a chapter dedicated how the concepts he presents apply to education, but every piece of the book has to do with why it can be so challenging to engage and motivate students, and what we can do about it as educators.  Pink also maintains a fantastic blog (http://www.danpink.com) , so there’s a continuing ed opportunity as well.  This book is drawn from in units 4.1 and 4.2 amongst other places in Power2Achieve.
    2.  Made to Stick – Chip Heath & Dan Heath:  Another one that someone could easily argue should become mandatory reading for educators.  When I came to work at IEE, this was the very first thing they put in my hand.  Everyone in our organization has read it, and we refer back to sections of it constantly.  When I read it, I immediately saw ways it would have enhanced my teaching, and in terms of concepts to present to students, there is a lot of information that goes right along with Units Power2Achieve 1.1, 2.1, and others.
    3.  Finding the Open Road – Mike Marriner, Brian McAllister, Nathan Gebhard:  I found this book on a shelf in shop in Seattle just after it was published, a date which happened to coincide with my college graduation.  I don’t know that I’ve ever come across  resource as full of such diverse takes on life, purpose, and careers and as accessible to young people as this one.  Basically it’s a book that contains transcripts of interviews done by a group of guys who snag an old RV and hit the road asking for people’s words of wisdom.  There is absolutely no doubt in my mind that if I were to step into any classroom K-20 tomorrow, this would be a book I would draw from.  It aligns wonderfully with Power2Achieve 8.1, and would be a wonderful resource to build a project off of (also, for a book that offers a similar type of “the path less traveled” viewpoint from the position of organizational leadership, check out Let My People Go Surfing by Patagonia founder Yvon Chouinard)
    4.  Nobody Left to Hate – Elliot Aronson:  In our experience many books on issues of bullying/hazing/school-violence/etc. tend to be either very dense in terms of research on root causes and intervention methods or light to the point that there is very little action-oriented information presented.  While it doesn’t provide a checklist of strategies to implement, it does offer a well written look into the world of school violence in all its forms, often times presenting information so jolting that it can’t help but impact the way you interact with others when you attach stories and statistics to the real faces of students in a school (for example:  ”In 1999, one out of every five adolescents had seriously considered suicide, and one out of ten had attempted it.”)  This book most closely aligns with Power2Achieve Unit 5.1, but also underscores the urgent need to address topics of reducing stress and anxiety (3.2) and considering the perspective of others in order to build positive relationships amongst peers, between students and educators, and between students and their families.
    5.  Thinkertoys – Michael Michalko:  Another resource unlike any other I’ve ever come across.  In Thinkertoys, Michalko presents a huge array of activities that can help build creativity and critical thinking skills.  What makes this book unique is that he does each strategy its justice by delving into the theories it stems from, allowing the reader to pull out the specific activities themselves quickly or, even better, learn about the theories the activities are built on and then pull them out and put them into action.  This is cited in Unit 6.1 and makes a nice companion to the unit.
    Four other excellent books I’ve read so far this year that to be have a lot to do with “character ed” because they involve the culture and competencies needed for powerful teaching & learning are Bounce by Matthew SyedResilient Classrooms by Beth Doll, Steven Zucker, and Katherine BrehmThe Global Achievement Gap by Tony Wagner, and Visual Meetings by David Sibbet.

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    • Sue Kidd 5:11 pm on June 9, 2011 Permalink | Reply

      I’ve done book study’s this year on both Make to Stick and DRIVE with a group of folks from all over the county using a Conference Call format. Both of these are GREAT books for adult learners and do lend themselves to great learning for teachers and learners!

    • Carla Berryman 6:30 pm on June 9, 2011 Permalink | Reply

      I’m looking for a book that will give me some creative ways to help new fourth graders to set their own educational goals. I have read Classroom Instruction that Works by Marzano, Pickering, and Pollock. But I am looking for sommething that is a little less technical and filled with examples that are a little more elementary. Anyone have suggestions? I am also working on reading Made to Stick by Heath & Heath.

    • Kyle Baker 1:34 pm on July 23, 2011 Permalink | Reply

      Carla! I’ve been working on this since you posted it! I’ve been trying to find a couple things for you, books that would have things you could quickly integrate with little or no adaptation and possible books that you could do story/novel studies on that would help with this too. I’ll email this to you directly too, but here’s what I came up with….

      I think the Mike Lupica novels might work really well. While certainly not every student is interested in sports, these are pretty engaging novels for all readers. They might be at a teacher read-aloud level for many readers in your class, I’m not sure. Also the classic sports novels by Matt Christopher might work in the same way. A great story book you could use is Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman by Kathleen Krull.

      A book for you to check out would be “Making Ideas Happen” by Scott Belsky. Belsky is the founder of behance.net and the99percent.com and creator of the “Action Method.” Basically his approach is that “everything in life is a project.” The Action Method pushes a person to break these projects down into three parts: Resources, Action Steps, and Backburner Items. I’ve found the action method to be tremendously helpful myself in conjunction with the Goal Map that is presented in CEE/P2A Unit 4.2 (see overview here: http://excellenceandethics.org/programs/IEE_Unit_Overview_4-2.pdf )

      I know there are teachers at the elementary, middle school, and high school level using the Culture of Excellence & Ethics Goal Map in all kinds of ways ranging from having students set individual behavioral and academic goals to creating “unit maps” to high school juniors prepare for their state and college entrance testing. Also, an insurance company is using it, along with other Culture of Excellence & Ethics Tools, in a pilot project and is reporting measurable improvements in their production that is almost unbelievable it’s been so dramatic.

      I’ll email you the Action Method Template I created for myself and a few other things directly and we can talk more about what you’ve been thinking and reading about over the summer and your plans for the upcoming year. Hope to talk to you soon!

      Thanks for posting Carla!

      Peace,

      Kyle

  • What shall we teach?

    Kyle Baker posted in Character Blog at 9:51 am on May 2, 2011 | 2 Permalink | Reply

    “If you want to build a ship, don’t drum up people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.”

    ~Antoine de Saint-Exupery

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    • jan kuhl 2:16 pm on June 1, 2011 Permalink | Reply

      We just completed our first Walk for Water for the children of Miembani tanzania..this quote really speaks to the work of the Tim Yates Heggen Board…thanks for the message..it will support our future efforts

      • Kyle Baker 1:15 pm on June 9, 2011 Permalink | Reply

        That’s awesome Jan! Thanks for sharing!

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