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.