On November 4, 2008, President-elect Barack Obama issued a challenge to every citizen of the United States. In a world of hope, his message will be answered by those beyond the barrier of borders or the positions of the past.
Barack Obama said,
"This victory alone is not the change we seek. It is only the chance for us to make that change. And that cannot happen if we go back to the way things were. It can't happen without you, without a new spirit of service, a new spirit of sacrifice. So let us summon a new spirit of patriotism, of responsibility, where each of us resolves to pitch in and work harder and look after not only ourselves but each other."
Thanksgiving is celebrated in the United States on November 27. I invite every one of you to find a reason to give thanks and share it with another person. I encourage you to reach out to others in your family and community so that no one will be lost or alone for at least this one day. Individual acts of caring and kindness do not require government programs, formal organizations, or economic stimuli.
I challenge you to act NOW!
Friday, November 7, 2008
Tuesday, February 5, 2008
Love and caring in the workplace
A short story from Idaho about creating a more flexible workplace...
Last spring (2007), I asked the State Librarian to risk sending a team of 10 to the Pegasus Systems Thinking Conference in Seattle. She agreed and we invited four young librarians from around the state and six of our staff to form a team, study the five disciplines (from Peter Senge's book "The Fifth Discipline), and attend the conference. Following the conference in November, the Idaho Commission for Libraries (ICFL) Pegasus team initiated conversation cafes for our staff to "create space to have conversations that matter."
About a third of our staff attended the third café last Wednesday (another third were snowed out)! The group chose to talk about creating a more flexible working environment. After sharing ideas someone asked, "Could we consider what am I willing to do to make a flexible environment at ICFL?" Below are the notes scribbled in pen, crayon, and pencil on the butcher paper tablecloths. We have posted these papers on a wall in our commons area for all staff to see and discuss.
I AM WILLING TO:
Own own problems
Change from me to us perspective
Listen + communicate + collaborate
Be more aware of differences between I can't and I won't
Speak my truth
Open my mind
Trust others to do their jobs
Ask for what I need
Quit keeping score
Flexible in response to others needs
Do things I don't like to do to grow and learn
Look at my actions to be a better person
Share information but not gossip
Allow people to do job their way
Be available
Streamline tasks
Use technology appropriately (don't overuse e-mail) See others' views
As I looked at these commitments, I was struck by the simplicity, love, and caring. Not one comment requires management intervention, a policy change, a new structure, or more money. Even deep within a government bureaucracy people are talking (and acting) for positive change.
Last spring (2007), I asked the State Librarian to risk sending a team of 10 to the Pegasus Systems Thinking Conference in Seattle. She agreed and we invited four young librarians from around the state and six of our staff to form a team, study the five disciplines (from Peter Senge's book "The Fifth Discipline), and attend the conference. Following the conference in November, the Idaho Commission for Libraries (ICFL) Pegasus team initiated conversation cafes for our staff to "create space to have conversations that matter."
About a third of our staff attended the third café last Wednesday (another third were snowed out)! The group chose to talk about creating a more flexible working environment. After sharing ideas someone asked, "Could we consider what am I willing to do to make a flexible environment at ICFL?" Below are the notes scribbled in pen, crayon, and pencil on the butcher paper tablecloths. We have posted these papers on a wall in our commons area for all staff to see and discuss.
I AM WILLING TO:
Own own problems
Change from me to us perspective
Listen + communicate + collaborate
Be more aware of differences between I can't and I won't
Speak my truth
Open my mind
Trust others to do their jobs
Ask for what I need
Quit keeping score
Flexible in response to others needs
Do things I don't like to do to grow and learn
Look at my actions to be a better person
Share information but not gossip
Allow people to do job their way
Be available
Streamline tasks
Use technology appropriately (don't overuse e-mail) See others' views
As I looked at these commitments, I was struck by the simplicity, love, and caring. Not one comment requires management intervention, a policy change, a new structure, or more money. Even deep within a government bureaucracy people are talking (and acting) for positive change.
Monday, January 28, 2008
Merit pay will not lure or keep teachers
Letter to the Editor - Idaho Statesman 1/27/2008
Public schools are not structured to effectively utilize a pay-for-performance model. There is no direct, immediate correlation between excellent teaching and school revenues to fund a performance-pay system. Furthermore, the National Research Council has reported that there is virtually no predictive validity of performance appraisal measures, tools, and approaches for measures of organizational effectiveness.
Pay-for-performance models anticipate that employee motivation is enhanced and the level of desired performance is increased when employees understand performance goals and view them as attainable within the limitation of the organization; see a clear connection between performance and pay increases that is consistently communicated and followed by the organization; and, the pay increase is meaningful to the employee.
There are many variables to student learning and so far no verifiable correlations to teacher performance and pay. Performance rewards are only available if economic conditions generate sufficient revenues, the school board (or Legislature) agrees to appropriate funds toward teacher salaries, and the principal says that merit was earned by the teacher during that particular rating period. Implementing pay-for-performance will not attract and retain the best and brightest to become teachers in Idaho.
Public schools are not structured to effectively utilize a pay-for-performance model. There is no direct, immediate correlation between excellent teaching and school revenues to fund a performance-pay system. Furthermore, the National Research Council has reported that there is virtually no predictive validity of performance appraisal measures, tools, and approaches for measures of organizational effectiveness.
Pay-for-performance models anticipate that employee motivation is enhanced and the level of desired performance is increased when employees understand performance goals and view them as attainable within the limitation of the organization; see a clear connection between performance and pay increases that is consistently communicated and followed by the organization; and, the pay increase is meaningful to the employee.
There are many variables to student learning and so far no verifiable correlations to teacher performance and pay. Performance rewards are only available if economic conditions generate sufficient revenues, the school board (or Legislature) agrees to appropriate funds toward teacher salaries, and the principal says that merit was earned by the teacher during that particular rating period. Implementing pay-for-performance will not attract and retain the best and brightest to become teachers in Idaho.
Friday, January 25, 2008
Ethics in business
Following a rousing philosophical discussion about ethics, my students asked if there were any guidelines or formula to apply ethical behavior in various business situations. We came up with two lessons. At first glance the lessons may seem rather flippant; however, field testing demonstrated their utility and functionality in creating the discussion that should precede the action in most business situations.
Ethics lesson 1
Formula-based approach to ethics an example when to lie:
A. consequences of being caught (0 to 1.0)
B. Consequences of telling the truth (0 to 1.0)
C. IF A/B < 1.0 = lie!
The closer to 1.0, the greater need for truth.
Ethics lesson 2
Guidance to an operational-based approach to ethics:
-If it feels unethical, it probably is (also known as the intuitive rule).
-Analyze your own ethical framework to determine where are you coming from?
-Examine your assumptions from a different ethical camp (diverse ethical communities)
-Be careful in communication; do not assume that others share your ethical value systems.
-Pretend you are communicating with Martians. Can you explain your decision?
-Do what is in the public good or in the public interest--not what is solely for your private gain.
-If it is small stuff, be reasonable (also known as the "use good judgment rule").
-If it is big stuff, get an ethics buddy.
Talk about the decision, don't be anonymous, do some reality checking.
It is usually best to have an ethics buddy in the same profession.
If you get along with your spouse, find someone else. Your compatible spouse or best friend is usually already aligned with you and will not always see the reality from outside your personal relationship.
-Reporting rule: assume that the issue and your actions will go public. If you take the action, be ready to expose it or have it exposed.
How will you fair in the face of public disclosure?
How will it look on the front page of your local newspaper?
If you can't live with the public scrutiny, it may be unethical.
Ethics lesson 1
Formula-based approach to ethics an example when to lie:
A. consequences of being caught (0 to 1.0)
B. Consequences of telling the truth (0 to 1.0)
C. IF A/B < 1.0 = lie!
The closer to 1.0, the greater need for truth.
Ethics lesson 2
Guidance to an operational-based approach to ethics:
-If it feels unethical, it probably is (also known as the intuitive rule).
-Analyze your own ethical framework to determine where are you coming from?
-Examine your assumptions from a different ethical camp (diverse ethical communities)
-Be careful in communication; do not assume that others share your ethical value systems.
-Pretend you are communicating with Martians. Can you explain your decision?
-Do what is in the public good or in the public interest--not what is solely for your private gain.
-If it is small stuff, be reasonable (also known as the "use good judgment rule").
-If it is big stuff, get an ethics buddy.
Talk about the decision, don't be anonymous, do some reality checking.
It is usually best to have an ethics buddy in the same profession.
If you get along with your spouse, find someone else. Your compatible spouse or best friend is usually already aligned with you and will not always see the reality from outside your personal relationship.
-Reporting rule: assume that the issue and your actions will go public. If you take the action, be ready to expose it or have it exposed.
How will you fair in the face of public disclosure?
How will it look on the front page of your local newspaper?
If you can't live with the public scrutiny, it may be unethical.
Tuesday, January 22, 2008
Finding vocation
The key to building a meaningful career is to align your work with your dreams. The terms career and vocation are often confused. Vocation is derived from "vocare" meaning "to call". Vocation may be described as your calling or voice in this world. A career is the road or path followed in the pursuit of your life's work. A meaningful career consists of finding your voice and pursuing the path that allows you to be fully heard during your journey.
Many career counselors suggest discovering viable career paths based upon your talents, interests and successes. Richard Bolles (author of "What color is your parachute?") provides an excellent resource for organizing your vocational and career interests. Begin the process by taking inventory of your current knowledge, skills, and abilities. This information establishes your current reality or where you are now.
What do you know about and what area are you interested in learning more?
What can you do well now?
What do you enjoy?
What brings you a sense of satisfaction, meaning and purpose?
Next, you explore where you want to be in the future. This information may be used to set your goals and define your desired outcomes. Outline what you hope to accomplish through your work.
What do you aspire to do with your life?
What do you feel calling you into this world?
What is your dream or vision?
If you are successful, what will your life look like in the future?
The gap between your current reality and your preferred future is where you create your model of a meaningful career. Each opportunity and challenge can be assessed against your personal model. As you move along your career path, you can ask if each step is bringing you closer to your dream or taking you further away . . . then make your choices and adjustments accordingly.
Since you change as you move through life, you may want to establish periodic checkpoints along the way. A powerful question is, "If you had your dream, would you take it?" Increasing your awareness of the relationships between your actions in the present and your dream for the future supplies you with more informed choices, more consistent progress, and a more meaningful career.
Many career counselors suggest discovering viable career paths based upon your talents, interests and successes. Richard Bolles (author of "What color is your parachute?") provides an excellent resource for organizing your vocational and career interests. Begin the process by taking inventory of your current knowledge, skills, and abilities. This information establishes your current reality or where you are now.
What do you know about and what area are you interested in learning more?
What can you do well now?
What do you enjoy?
What brings you a sense of satisfaction, meaning and purpose?
Next, you explore where you want to be in the future. This information may be used to set your goals and define your desired outcomes. Outline what you hope to accomplish through your work.
What do you aspire to do with your life?
What do you feel calling you into this world?
What is your dream or vision?
If you are successful, what will your life look like in the future?
The gap between your current reality and your preferred future is where you create your model of a meaningful career. Each opportunity and challenge can be assessed against your personal model. As you move along your career path, you can ask if each step is bringing you closer to your dream or taking you further away . . . then make your choices and adjustments accordingly.
Since you change as you move through life, you may want to establish periodic checkpoints along the way. A powerful question is, "If you had your dream, would you take it?" Increasing your awareness of the relationships between your actions in the present and your dream for the future supplies you with more informed choices, more consistent progress, and a more meaningful career.
Capturing oral history
Stories have been a significant way for people to share experiences and make sense of their lives since the beginning of spoken languages. Oral history is flexible, innovative, unpredictable, and full of rich detailsespecially with the added audio cues from the storyteller. Once a story is created, it opens up new possibilities for understanding life from multiple perspectives.
Check with your local historical society or public library for guidance on creating oral histories. Many communities actively support oral history projects by providing space, equipment, and how-to workshops. If you decide to go-it-alone, please consider the following tips.
Invest in or borrow a quality digital recorder and lapel microphone. Plan the session for at least one-half hour less than the maximum capacity of your recorder. Have extra batteries on-hand. Test your equipment before you start and be sure you are comfortable operating the recorder. When you have completed the session, back-up your files.
The focus of the session is the storyteller. Since telling stories is a normal part of everyday conversation, most people will respond with rich narratives when they are allowed to talk. Give the storyteller room to speak. Ask the storyteller to reconstruct their past for you or to tell his/her story. Offer guidance or prompts based upon what the storyteller provides rather than what you want to know. You can ask for more detail or clarification on your interests later.
Elliot Mishler (professor of social psychology at Harvard Medical School) suggests, "One of the primary ways human beings make sense of their experience is by casting it in a narrative form." The narrator helps the listeners relate ideas or events through the content of the story. New meaning or understanding is revealed to the listener in the context of the place, time and culture disclosed in the story. The oral history provides an opportunity to understand ourselves through telling and hearing the stories that shape the realities we share within our communities.
The oral history is a representation of the real life experiences of the storyteller. Each subsequent listener checks the reality of the story against his or her remembrances. Events and meaning are reinforced, reconstructed, or reinterpreted which creates new stories and new experiences. These collective acts of remembrance and new experiences weave part of the social and cultural fabric of our values and our communities.
Enjoy listening, telling, and re-telling stories with people of all ages in your community and you will discover the value of oral history through hearing what others value.
Check with your local historical society or public library for guidance on creating oral histories. Many communities actively support oral history projects by providing space, equipment, and how-to workshops. If you decide to go-it-alone, please consider the following tips.
Invest in or borrow a quality digital recorder and lapel microphone. Plan the session for at least one-half hour less than the maximum capacity of your recorder. Have extra batteries on-hand. Test your equipment before you start and be sure you are comfortable operating the recorder. When you have completed the session, back-up your files.
The focus of the session is the storyteller. Since telling stories is a normal part of everyday conversation, most people will respond with rich narratives when they are allowed to talk. Give the storyteller room to speak. Ask the storyteller to reconstruct their past for you or to tell his/her story. Offer guidance or prompts based upon what the storyteller provides rather than what you want to know. You can ask for more detail or clarification on your interests later.
Elliot Mishler (professor of social psychology at Harvard Medical School) suggests, "One of the primary ways human beings make sense of their experience is by casting it in a narrative form." The narrator helps the listeners relate ideas or events through the content of the story. New meaning or understanding is revealed to the listener in the context of the place, time and culture disclosed in the story. The oral history provides an opportunity to understand ourselves through telling and hearing the stories that shape the realities we share within our communities.
The oral history is a representation of the real life experiences of the storyteller. Each subsequent listener checks the reality of the story against his or her remembrances. Events and meaning are reinforced, reconstructed, or reinterpreted which creates new stories and new experiences. These collective acts of remembrance and new experiences weave part of the social and cultural fabric of our values and our communities.
Enjoy listening, telling, and re-telling stories with people of all ages in your community and you will discover the value of oral history through hearing what others value.
Sunday, January 20, 2008
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