Attachment Reflection 3 (Meaning across All Levels)

Simple, specific and actionable steps create meaning behind the desired state

In the running of any organisation, there are different levels of perspectives operating across the entire hierarchy. The direction of where everyone is heading to comes from the vision of the leader, or it may sometimes be the prevailing culture already established in the environment. This direction which steers the whole ship needs to be effectively communicated across all levels in the organisational hierarchy, and when done so successfully, will align all contributions from work to the desired goals of the establishment.

The dissection of these goals into simple and actionable parts is of critical importance. The well-intentioned goals need to be effectively executed at a level of quality and consistency which will ultimately bring about success. Each step along the way to arrive at the end needs to be so well-defined and specific that it leaves little room for alternate interpretation. And this has to be done mindfully with the testing of assumptions.

An example of this in the school I am attached to is the use of simple, broken down instructions for teachers. For something as simple as starting each class right, teachers carry an index card (along with their access card) on their lanyard that breaks down each step of what they are expected to do before beginning lesson. E.g. That the class is free of litter, that the furniture is arranged in a tidy fashion, that the pupils are quiet and standing, etc. For many experienced teachers, these are very likely too simple and commonsensical steps that everyone is assumed to know. Well, it is probably true, but that is also exactly where the problems lay, the very assumptions, and the failure to test them.

The simple step-by-step guide in the index card brought about the decoded meaning of what exactly the phrase 'starting the class right' meant. The accessibility of the card ensures easy reference whenever teachers need to be sure, and I am certain that it had brought a level of confidence and relief to many beginning teachers, and as well as those teachers who are not the most adequate with classroom management.

This is just one of the many examples in which intent is decoded, and it can manifest in a mutitude of manners, from the running of school events to adminstrative workflow. The key is to help simplify and make easier the information for the teachers to act on. For this to happen, the leaders will have to know exactly how things will look like when their vision/goals/beliefs are being enacted on the ground, or in other words, how things appear at the events level. Having a vivid picture of that, there is a reference for the end result to be decoded into simple, specific and actionable steps.

This again brings to mind the point about the meaning of communication is the response we get.

Attachment Reflection 2 (Shaping Beliefs)

I do not know if it is my recent interest in NLP which had brought about many confluences or it is just that when you are looking for connections, they become more apparent to you. My conviction in that beliefs can have the tremendous potential to shape decisions, which in turn drives actions, got reaffirmed once again when I was trying to learn about the success of the dynamic and nurturing culture of the school I am attached to.

This shaping of beliefs may appear to be something seemingly simple and commonsensical at first glance but when put in practice in a wider system, requires deep understanding of the very localised context it is applied to and sharp observation of its respondents. This is true of the shaping of beliefs in both staff and pupils.

Let me get into things a little more specifically here. The pupil population of any school may not be the most motivated due to a myriad of factors before they even got enrolled. Distressed families, poverty, negative peer influence, the usual list goes on... Something needs to be injected into their belief system that they are certainly capable of achieving more out of themselves, and this is only effective if done at a level in which they can be influenced emotionally. Emotion is the most powerful force that drives change. How effectively emotional change can be effected depends heavily on the communicator's level of persuasive abilities.

Some examples of things done to affect a change of belief (that the pupils feel really good about themselves) in the school I am attached to:

1. Expensive and renowned motivational trainers (E.g. Adam Khoo Training) were brought in the beginning of the year to drive hunger and desire for success in the pupils. (Pupils have to know that these courses are highly expensive and most will not have the opportunity to benefit from such exposure if done so privately)

2. Pupils have the opportunity to be using premium computers (E.g. iMac labs are built) to do their work. (and again most pupils will not have the opportunity to benefit from such exposure in their homes) Again, such deliberate provisions make pupils ask questions like "Instead of normal computers, why are we given such luxurious ones?" The ensuing answer will always shed something positive about what they think the school feels about them.

3. Graduating pupils all dressed up professionally in work attire to attend 'Careers Day', in which prominent local celebrities such as the internationally acclaimed director Royston Tan, came and shared about his drive and passion to success (made even more compelling when he shared with the crowd that he came from a NA stream when he was studying). This dressing up for the 'Careers Day' occasion drives the emotional state of the pupils to seeing themselves being already successful while they are working outside after graduation.

4. Huge visuals of the school's missions and values are hung everywhere in the compound to constantly remind the pupils about what is expected of them. Even the classes are labelled in the names of different values to make it immediately less apparent of the labelling effect of the streams.

The above are just a few of the examples of systemic intervention for the purpose of shaping beliefs. Much of the follow up has to happen in the classes and the during the interaction the staff have with the pupils.

Whatever that is true for the pupils also apply for the staff.

The idea of inclusion, the awareness of the school as an entire ecosystem in which different departments will work harmoniously to fulfill the greater goal of creating an engaging learning environment. The knowing and the mobilisation of strength (as discussed in the previous post) in its people, the affirmation of good job done. The delicate business of creating transparency in differentiation of work contributions. The list goes on over here as well, but its execution is more complex and delicate, likely to be anchored to how effectively and elegantly things are brought across to effect change.

I have come to realise that the shaping of beliefs is the single most important leverage for the effective change of an organisation's culture. Just like how a person can reap tremendous benefits from thinking positive, an organisation can instil beliefs that can create great change in its people.

Attachment Reflection 1 (Mobilising Strength)

In the past 2 months, I have been visiting a neighbouring school on a weekly basis to facilitate a project about the use of videos in capturing teachers teaching in class. These videos will subsequently be used as a basis for the teachers to reflect upon their own classroom practices. After articulating the benefits of such video reflections on the teachers' teaching effectiveness, I managed to persuade 4 departments to get on board to try out this manner of feedback.

The context and the value of this exercise is very simple. Teacher effectiveness in the classrooms has been agreed to be the single most important factor in the pupils' learning experience. Teachers want to get better in the classrooms, and they need more specific feedback in the perspective of the audience, so as to know what is the current reality. With more information in this area, teachers can be more mindful about the changes they need to make to be more effective.

During my attachment, many insights, beliefs and philosophies about running an organisation were shared with me. I will like to pen them here in a series of reflections so as to share and digest what I had gained from the host's generousity.

Mobilising Strength

One of the earliest things I learned is the need to maximise individual's strength in the running of the organisation. This is not a new idea and I have been deeply influenced in this school of thought ever since reading Drucker's management philosophies. What I witnessed is the practice of this idea in the context of a school.

Before the deployment of people into areas they are strong in, we have to first know our people more thoroughly. Their values, their beliefs and the manner in which they work. This knowing forms a deeper understanding of our teammates which is essential for effective, strength-based deployment. Adjustments have to be made to cater to the diverse range of human differences while very importantly still catering to the needs of the school.

People like to be able to contribute and do their jobs well. Being placed in an area of responsibility which is one's strength enhances the individual's well being across many areas, their confidence, their capacity to excel and how much he or she is able to contribute to the organisation. People will also be happier as a result as they see personal congruence in how they live their working life.

Although the idea behind is good, execution is always tricky. There will not be that wide a range of needs to fulfil everyone's strength. Sometimes, structural adjustments will have to come in to support the fulfilment of this idea. We have to manage our tradeoffs carefully, and be confident that the organisation as a whole will benefit as a result.