Tag Archives: Productivity

Scripts for Being Radical

Radical Candor

Do you care about the people you work with? Do you challenge them if they need to change? Do you care for them and challenge them at the same time?

You’ve likely heard of Kim Scott’s ‘Radical Candor’ (book at Amazon) advocating the principles of ‘Caring Personally AND Challenging Directly’. Omission of one or both, argues Scott, makes for team dysfunction and reduced productivity.

Prioritising care can lead to ‘ruinous empathy‘: necessary (and difficult) professional feedback is withheld through fear of upset or ‘rocking the boat’. Overemphasising challenge is aggressive and causes fear, disengagement and conflict. If a leader lacks both you’ll know; manipulation and insincerity prevail.

But to care AND challenge is to have ‘Radical Candor‘ – you give essential, performance-related feedback for the sake of the other person’s growth and success. You care about them doing well. ‘I’m telling you what needs to change in your practice so that you can achieve more, can be more, can do more‘.

Of course, it can be hard to balance the two: picking your moment to give the tough message; reading the context, the other person, the risk; preserving their esteem, their control, their security. But here’s why taking the risk makes sense:

Receiving Radical Candor

Imagine that, even though you believe you’re doing the best job possible, you actually aren’t. You don’t know this; you haven’t realised; you think things are just fine as they are. After all, non-one’s told you anything different. But you are making things harder for yourself and running at 80% efficiency.

So, what if your manager knew of a couple of things you could do differently that would make your job easier and eventually get you promoted. You’d get more done; you’d enjoy the work more, you’d thrive. Would you want them to keep this to themselves?; keep quiet in case you get upset; or would you want them to come out with it? And if they did, how would you like to hear their message?

Giving Radical Candor

Here are a few phrases to get you started – whether your radical candor aims to help a team member, a child, a colleague, friend or even a family member:

I’ve noticed a few things that might help you get this done more effectively, may I share them?

There’s a difference between what we were expecting to see and what we’re actually seeing. Let’s talk about what might account for the difference.

I’m going to share a couple of ideas here that I need you take on board right now. Tell me what the positive impact might be for you…

And if you want to make this a whole lot easier in your organsiation, normalise it. Have the big discussion up front before anyone needs to use radical candor. Reach a shared understanding of what radical candor is, why it’s important and how you’ll all use it for the organisation’s benefit.

Then you’ll work in a culture where everyone cares personally and isn’t afraid to challenge directly.

Here’s Kim summarising the core concept.

A Better Accountability for Schools

The Window

Wednesday. 12:01pm. A collective sigh of relief from headteachers across the land. Ofsted won’t be coming this week. If you’re currently in ‘the window’ you’ll know all about this weekly crescendo and crash. It’s a bit like a very slow, ominous wave, creeping up the shore (Sunday, Monday, Tuesday), breaking all over you (Wednesday) – cold and full of seaweed – then sliding back down the beach (rest of Wednesday-Sunday), ready for another go. Ridiculous. Pointless. Inefficient.

Here’s a proposal for a better system for the national accountability of schools. It has three parts:

  1. An MOT
  2. Jury Service
  3. Economics

 

1. MOT

CARThe MOT is an annual assessment of vehicle safety and road-worthiness. Introduced in 1960 by Minister for transport Ernest Marples, it checks 21 features including tyres, brakes and the ever useful horn. If you own a car, you know the test is coming, you know you’ll pass or fail it and you know exactly what to do to prepare (make sure your washer fluid is topped up, for example).

I propose a school MOT, once a year, to check that the basics are in place. It costs around £58 and is administered by a friendly, if untalkative, team of eduneers (educational engineers) who drive about in a van stopping off wherever an MOT has been booked. (This model is preferred over taking your school to the test center).

Features tested would be inspired by the actual MOT but relate directly to the quality of educational provision, for example, steering, (i.e. leadership),

2.1.1. Steering gear condition
To check the condition of the steering gear:

Turn the steering from lock to lock and observe the operation of the steering gear.

becomes,

2.1.1. Leadership gear condition
To check the condition of the leadership gear:

Ask senior leaders how they successfully direct the school and accept 2 pieces of illustrative evidence.

2. Jury Service

GavelPeople between 18 and 70 years of age have a civic duty to serve on a jury if called to do so. Roughly 35% of citizens are invited to take part, so there’s a 1 in 3 chance you’ll get asked. Jury members (usually 12) check facts impartially. They are not experts in law – that’s the judge’s role – but they do provide a commonplace view of a legal scenario. They bring reality to bear on an abstract system, they pursue truth based on their life experience and in doing so make our legal system practical and authentic instead of abstract and out of touch.

You know where I’m going with this don’t you. Teachers inspecting teachers (like Challenge Partners already do).

I propose that part of progress to UPS includes an increasing requirement on experienced teachers to inspect, advise and hold to account their colleagues. I’d much prefer tough empathy than uninformed punitive condemnation. Teachers know what it’s like to struggle with pupil behaviour, to wrestle with competing demands and to shoulder target-driven workloads. At UPS, a teacher-inspector wouldn’t accept excuses but they would fully understand reasons.

3. Economics

HandIn 1776, Scottish Enlightenment thinker, Adam Smith published An Inquiry into the Nature and Causes of the Wealth of Nations. In this definitive work he introduced The Invisible Hand, an economic concept suggesting that a free market will organise itself without the intervention of government.

He argued that individuals pursuing self interest, in a market where they are free to produce and consume, will cause a natural flow of prices and trade. The market moves as if directed by an invisible hand – which is actually the emergent behaviour of millions of individual decisions about what to buy or sell and millions of judgements about what has value.

I propose that schools should be left alone (apart from an annual MOT and UPS jury service inspections) to get on with the business of teaching and learning. The invisible educational hand will soon get to work. It’ll emerge from the children, their parents, the local community, the media and even the teachers in school and in nearby ones. If a school is failing its pupils, it’ll loose value and pupils will go. If a school is succeeding, it’ll gain value and pupils will arrive. And (heavens above) if we actually attached funding to number of pupils, the invisible hand could really get to work.

You might say this last idea is in play now. That educational capitalism is a travesty which undermines authentic learning and values-driven teaching. Maybe so. But to really see what cards the invisible educational hand will play, we must first remove the very visible and unnatural foot of Ofsted. Mr Gove unleashed market forces into education, but they are not yet free to become fully efficient.

There you have it. My proposal for a better way to hold schools to account for their pupils’ futures (remember, most children in school today will be alive in the 22nd century):

  • An annual basics check (MOT)
  • An expert self-inspection (Jury Service)
  • Market forces (the educational invisible hand)

After all, does anyone loose sleep over an MOT; worry unduly about someone who knows their profession, helping them out; or complain excessively when the price of apples goes up a bit?

Something to Think About

Is there actually any research to show that inspection systems like Ofsted’s help raise progress and achievement? (I’ve not found any yet)

How would you best hold schools and teachers to account?

What is the most effective way to help a teacher become even more effective?

mike@thinkingclassroom.co.uk

www.thinkingclassroom.co.uk

The Only Tip You’ll Ever Need To Stop Procrastinating

emre-gencer-364602-unsplash

It took me 15 seconds to begin writing this article and 30 minutes to finish it. Last year it might be anything up to a day to start and two to finish. Why the difference? One word: ‘Just’. Just start writing; just write for 2 minutes; just get your ideas down.

I realised that for most for my writing life I’d been accompanied by a writing demon – a voice in my head with a soft and charming message, triggered whenever I thought of writing a blog or a book or an article. Here’s what it says/said:

Make sure you’ve got all your ideas ready first. You’ve got the structure sorted haven’t you? Are you sure this is the right focus? Have you prepared? Do you know enough?

And then the next level kicked in: Are you sure this’ll be good enough? What if no-one reads it? Is there something better you could be doing?

And once I batted all that away and eventually got started, the demon came back, Oooh, nice sentence, great, well done, better re-read it from the start though – just to make sure it flows. Better edit it now. Take your time, you have to get this right. Make sure it’s really good.

You see, a clever little demon – of my own unconscious making.

But, saved by The Angel of Just my productivity has shot up. This angel has a softer and more charming message: she whispers,

Just start. Just write. Just keep going. Just trust the process. Just battle on through a misspelling or a clumsy sentence. Just keep going. It’ll be good enough and then we can work on it. Just do it.

When it’s done, the raw material is there and it feels good.

But watch out, demon is back, picking away at the editing; wanting perfection not excellence; questioning every decision. Angel responds,

Just edit for 10 minutes. Spelling, grammar, then sense.

Then stop. Go do something else for an hour. Come back, read it fresh, allow yourself JUST 10 changes and hit publish. Maybe take another look, tweak if you like. Then Stop. It’s done. It is what it is.

Where did this demon come from… I wonder if it’s school – the way I was taught to write? Or the misplaced pleasure of reading and re-reading a sentence or paragraph that I think works really well – instead of (just) pressing on.

Just do it. It’s better to have something that needs work than no work at all.

You’re going to do something now, aren’t you? Now you’ve finished reading this. Why not choose that one thing you’ve been avoiding? Whatever it is, just do it for 2 minutes. Just get started. You can.

Photo by Emre Gencer on Unsplash