Author Archives: tregoed

Isn’t it interesting when you experience success, it almost always comes from preparation?  When we ‘wing it’ it can be devastating!  But, often preparation requires focus and time. And preparation affects us in so many ways.  Think about the preparation required for a great meal, or the preparation you did when you learned how to drive or became an educator.  You probably studied, had some materials (or ingredients) and had some kind of instruction.   But back to focus and time -in such an action-oriented world, focus and time can be difficult to come by. 

My son is in colIege and his most difficult subject is French.  He has to give a 4 minute talk today all in French.  He must have practiced for 8 hours!  Over and over again.  Can you ever be too prepared?  I worked with an individual who never prepared.  Of course, he had a photographic memory, so he could string together thoughts that seemed to make perfect sense.   However, I also worked with someone who ‘over prepared’.  It was never good enough.  From these two individuals, I learned two very valuable lessons:

1  Preparation gives you confidence.  Even though I have been a consultant for years, I still ‘prepare’ before each and every session. 

2. Trust your instincts.  When you put in the preparation time, know when you have done enough to move forward.  Chances are just by having a focus and dedicated time, you will determine how much preparation is necessary and you will set yourself up for success.   But, beware!  Trust your instincts to guide you to know when enough is enough! 

                                                                    c’est assez!

Well, we have all turned our clocks ahead and suffered through the lethargy that missing the one hour of sleep always seems to bring.  And, frankly, despite our moaning and groaning and almost obligatory complaining…most of us are pretty happy to reap the benefit the sacrifice of one hour brings: longer days and the sense that spring is REALLY, FINALLY here!

The “spring forward” ritual reminded me that forward movement just cannot occur without some force propelling the restful body up and on. Never a stellar physics student was I, but the law of inertia was drilled into me until it actually made sense! So, given that everyone and everything is bound by the laws of physics, how can organizational change and leadership growth be viewed as the result of forward motion?

Every organization has some implementers and some igniters.

Learning how to encourage the most from both is part of what makes a successful leader able to champion organizational change!

The implementers are invaluable because they are able to make the wheels spin every day…they make things hum smoothly and work efficiently. Once they are tasked with a “to do list”, their natural ability to move items from “will do” to ” done” kicks in and things begin to occur. Nothing could ever move from concept to finished product without the implementers.

But the igniters!

Ah…those individuals are more rare. Successful  organizations always have them; uber-successful organizations have more of them and value them highly.
The igniters spark creatively whenever they are. They see opportunity when others see problems. They are able to envision how to identify and solve problems …almost effortlessly. Igniters are often most feared when co-workers hear them say,” I just had an idea about how we can…….”

Igniters can be …and often are…the leaders within a school district or an organization. Their grasp of  the gestalt makes them see their world through lenses that are permanently opened to the  widest setting. Embracing the challenges, the information overload and the concomitant problems that accompany change, igniters move forward…springing ahead…relentlessly…and their movement provides the force to move schools, change national agendas and impact lives on every conceivable level.

Your organization or school district can discover  how to honor both your igniters and your implementers by learning how leadership and professional development can assist each individual to capitalize upon individual strength while also working synergistically and collaboratively with peers and colleagues.

Can you share some examples of how igniters have worked successfully within your school district? Or, can you identify some ways that implementers have been the factor that insured success for a project or initiative within your organization? Since both of those worker-styles are of equal value…all are equally important!

TregoED has the ability to help you spring forward…and we won’t even make you lose an hour’s sleep!  Visit us atwww.tregoed.org for more info or to beign a conversation …we look forward to hearing from you!

It’s that time of year – making those “oh so difficult” budget decisions!  In this day of reduced and inadequate dollars to support all of a district’s needs, making decisions around budget reductions in such key areas as staffing or programs can be contentious and exhausting!  Many district and school leaders are using collaborative strategies to make these critical decisions – or recommendations – and secure the necessary approval to move forward.

Frequently, however, leaders don’t think beyond the decision.  They are not asking key questions such as – “Now that I’ve made this necessary decision, how do I protect it?  How can I ensure that the implementation of the decision is not sabotaged?   How can I help support the change of staff behavior essential for this implementation to go well?” An ideal decision poorly executed will ultimately look like a poor decision.  The success of a decision depends on the success of its implementation.

In a recent visit to the Sewanhaka Central High School District in New York, I observed Dr. Ralph Ferrie, Superintendent, and Executive Staff working on “protecting” an upcoming decision (anticipating board approval) around changing how instructional services will be delivered to a certain population group.  This decision was going to create some personnel and program changes in each of the five schools and have serious implications in the school and community if the implementation was not done well.  Here’s how district/school leaders framed their discussion:

Four key steps to protect the decision

1.  What are the potential problems if we move forward with this decision/change for the next school year?  Think in terms of the risks to various stakeholders, the schools and district. Of these risks, which are most likely to happen?  What’s the level of impact (seriousness) if the risk occurs?
2. With the potential problems that appear to be most likely and damaging, what could actually cause the potential problems to become reality?  (list several causes for each potential problem)
3. What actions can we take to prevent these causes from happening?  Who should be involved with these actions and who will take primary responsibility?  When should these actions be completed?
4. If the potential problem does actually happen, what contingent actions will we need to have ready to put in place to minimize the damage?  Ah, yes – “plan B.”  Who will be responsible for putting the actions in place?

Spending a little bit of time upfront with planning for prevention of potential problems can eliminate the need for firefighting once the decision is executed.  Kudos to Superintendent Ferrie and staff for realizing the need to protect this important decision and thinking through how best to implement it successfully.

 How do you ensure that that key decisions are protected?

Awhile ago I stopped by an elementary school to visit a principal friend of mine.  After being buzzed in, I went straight to the office.  Two staff members were seated facing the sign-in desk – one was on the phone and the other was engrossed in something.  I waited patiently for one to look up and acknowledge me.  As I waited, students began drifting in.  Seeing both people occupied, they took a seat.  I hesitated to disrupt the concentration of the woman not on the phone, but 3-4 minutes is a long time to feel invisible.  Finally I said “excuse me” .   As I walked past her desk, I could see that what she was working so hard at was a crossword puzzle!

Perhaps it was a one-time thing or an “off” day for her.  But the experience is not necessarily an isolated one – maybe you have even experienced something similar? I know how unwelcomed I felt as a visitor, and I can’t help but wonder how students at the school feel?  Teachers? Parents?   They say that people form impressions of other people within the first 7 seconds.  Surely they form impressions of schools within the first 3 minutes.

Was the crossword puzzler a “problem” employee?  Or was she operating in an environment that didn’t expect more – and support her in achieving it?  Research shows that 85% of the time there are performance issues, something (other than the employee) in the job environment needs to be adjusted.   By environment, we don’t necessarily mean the physical environment. Rather, we are talking about the factors that affect job performance.  Are expectations clear?  What gets in the way of doing the right thing? What consequences (positive and negative) exist for doing the right thing (or not doing it?)?  What feedback do people get? Only 15% of the time is the problem due to an individual not having the skills, knowledge or capacity to do the job.

Personally, I believe that most people want to do a good job.  But people are not typically irrational beings.  When they aren’t doing what we need them to do,   we must examine what’s getting in the way.  When job environments are set up for success, success is typically what results.  Change the job environment and you change performance (for better or worse). 

For more information go to: www.tregoed.org

So often, we get confused as to what is important in leadership. You can listen to the ‘gurus’, read the latest book on the “5 Steps to Becoming a Great Leader”, listen to a motivational tape, etc. etc.  But, perhaps the best way to understand the way to leadership is simply by taking a step back and asking, “What are the traits of a great leader?” 

Following are some of the traits of great leaders, as described by executive coach, Debra Benton:

1.  Attitude – Good leaders stay positive and do not waiver.

2.  Tenacity – Challenging issues are rarely resolved with just one step.

3.  Risk Tolerance – Mistakes help you, and others, learn.

4.  Honesty – Carelessness with facts kills your credibility.

5.  Prudence – Thinking before you speak, and asking the right questions, helps build your purpose and improve results..

6.  Originality – People like to sense that with you as the leader,  they are breaking new ground.

7.  Modesty – It’s better to have other people recognize your ability than to point it out yourself.

8.  Willingness to admit mistakes – If you are error-free, you are probably effort-free.

9.  Downward loyalty – Leaders protect their people.

10.  Inquisitiveness – Curiosity, questioning,  and openness will drive better results.

11.  Fearlessness – Name your biggest fear and tame it.

12. Generosity – Quick to recognize the contribution, talents and skills  of others.

As you  reflect about your leadership traits , understand which traits you already possess and those traits you have yet to perfect .  Continue to embrace and maximize those traits that have led you this far and choose just one other trait to focus on developing.  Build from there and you will grow and be well on your way to becoming a great leader!

We all know at least some great decision-makers, don’t we?  These folks often get the toughest, most challenging assignments.  They are the ones others want to hire, work for – or with.  Why? Typically, they know how to involve others in the decision-making process.  Far from being the Lone Ranger, they see the value of having a posse.  If you have ever worked with one of these types, you know that by the time a decision is made, you feel energized, proud of your work, and invested in its success.  Great decision makers leave those involved stronger and more capable.  Ineffective decision-makers leave others frustrated, disenfranchised or running for the hills.

But knowing how to involve others isn’t the only critical competency great decision-makers have.  These decision-makers also have the ability to make sense of information.   Typically an abundance of information is thrown at tough decisions – but not all of it is accurate, meaningful or relevant.  Great decision-makers winnow through data and separate the relevant from the irrelevant. They also identify what’s missing.  Ultimately, they draw sound conclusions using critical information.

Great decision-makers also implement successfully.  They know that a great decision poorly implemented is ultimately seen as a poor decision.  Decision-making is an iterative process – not an isolated event.  Decision-making does not end just because an answer is selected.  Excellent decisions must be implemented effectively – and this requires careful planning, sustained focus, and effective monitoring.

If individuals are to be excellent decision-makers, they must be skilled in each of these 3 areas.  Given the right skills and environment, though, almost anyone is capable of decision-making excellence. Interested in learning more?  Look for our upcoming white paper – “Creating and Sustaining Decision-Making Excellence. “ 

Looking Forward…

As schools rushed toward the conclusion of the calendar year 2012, the usual omnipresent flurry of holiday-themed activity and celebration was shadowed by the horrific events visited upon the Sandy Hook Elementary School and the town of Newtown, CT.  Millions of tears, millions of reflections and millions of supporting gestures were not able to significantly  mitigate the pain of the victims’ families…but each of those gestures represented the resilient “best” in human beings: the indefatigable desire to believe that light will overcome dark and that goodness will, ultimately,triumph over evil.

All of us at TregoED join now, as we did when the tragedy struck, in sending our heartfelt sympathy to the educators and townspeople impacted by the tragedy …and we vow to do whatever we can to assist school leaders as they grapple with the problems and decisions connected to school safety.We rejoiced as we watched the coverage of children returning to their “new” school in the neighboring community and we wish them, their teachers, and their families only the best in the new year.

A stalwart determination to improve the daily operation of how schools do business every day is evident in the efforts made by school leaders who strive to find solutions to problems that can capitalize upon the strengths of people in varying situations:academic, financial or safety-centered.

Right now, there is little doubt but that most school leaders are turning some attention to the question of how to strengthen the security…both internal and external…around their campuses. Perhaps never before have we, as a group of thoughtful decision-makers, recognized that we cannot continue to do business as we always have…that the old, tried and true, solutions to problems are, often, no longer up to the challenge of the world in which we now live.

School Safety and Analytic Process…

Two of TregoED’s problem solving tools are especially suited to conversations about how schools can best assess their current level of security as well as determine how to improve it. Although the tools have most often been used in other areas congruent to school organization and administration, their applicability to this newest looming problem is evident to all of us who are familiar with the flexibility of the analytic tools.

Situation Appraisal, a wide-lens assessment protocol, allows objective and thorough observation of situations as they currently exist…in reality. Potential Problem Analysis, a more tightly focused and future-oriented process, assists in the development of plans to safeguard against impacting forces that might become factors in a given situation.

School leaders who have used these tools in varying applications have reported that the clarity their use brings to analysis is invaluable. One school superintendent implemented a large scale Situation Appraisal while attempting to determine how to make budgetary cuts in ways that would have the least negative impact upon existing programs, staff and students. Following the facilitated SA, he and his cabinet members rolled not Potential Problem Analysis in order to mitigate against the anticipated and inevitable push back that would result from any budget cut. The Superintendent observed that he was amazed at one result of the process: the leader of a program designated to be eliminated said to him ” While I do not agree with your decision, I do understand how you came to it.”

The issues of school safety and student safety can be immediately assessed and better clarified through application of these tools…and a long term plan can be shaped that will be not only responsible  but reasonable and achievable.

As schools ready themselves to return to the rigor of the standard academic year, we hope that 2013 will usher in a new period of peace for all of our the children….with blessings abundant for them and for those who guide and teach them every day.

We’re Here For You…

TregoED and its proven collection of task-specific tools continue to be a significant “starting place” for leaders to implement systemic change. Please feel free to visit our website or call us for assistance in your quest to improve your school communities.

As I work with school leadership teams to help them implement a set of systemic strategies to improve decision-making, I find that many “seasoned” administrators are skeptical about their personal need to take the training to heart.

Their perspective is that due to their long experience, and good judgment, they have developed an internal framework for how to make good decisions.  Generally, they are not able to specify the strategies they use to make their judgments—just that they have a kind of “sixth sense” or “just know” when it’s “right”.  It would be nice if we could rely on human intuition and depend on its conclusions.

But, in a recent paper on “Intuitive Expertise”, there is strong evidence that we should rely less, not more on our intuition.  Some findings:

• Intuition is dependable only in environments where there is clear information and immediate feedback.  This certainly is not the school administrator’s world.  Most school decisions are messy and contain lots of contradictory noise and clutter.
• We apply our intuition inconsistently.  Mood, perceptions, and biases impact our thinking.
• It is easy to make a bad decision very quickly.  We have many prejudices that lead us astray when making an assessment of an issue.  How we get our information and our interpretation of it affects how we take action.
• We don’t even know where our “intuitive” ideas come from.  There is no way that even an experienced administrator can know if a conclusion is the result of a legitimate “expert” insight or a predisposed idea.

Even if intuitive decision-making was reliable, how would school leaders help others become better decision-makers?  How would we help them develop this personal skill?  How do you improve the system?  After all, job one for every leader is not only to be personally effective, but to also help others be successful in their work.  A lot more is needed than intuition in a system.

Judgment and Experience are Not Enough:  Effective leadership is all about making effective decisions.  Without a common strategy across the district for making decisions, it is likely to experience a number of pitfalls which will reduce the effectiveness of the decision and its implementation:

• Failing to consider a robust range of alternatives. 
• Failing to think through what we need and want in a final choice.
• Failing to see our own biased preferences.
• Failing to sort out the information we need from the information that is irrelevant.
• Failing to consider in advance the consequences of our decision.
• Failing to effectively involve others.

A Better Approach:  Using a strategic analytic process, like TregoEd’s Decision Analysis, provides a proven alternative to intuitive or idiosyncratic decision-making.  Research show that effective leaders are able to

• Recognize and explain why a decision needs to be made.
• Articulate the criteria or objectives that would define a good choice.
• Identify a range of possible alternatives.
• Use the criteria to evaluate each alternative.
• Involve others where and when necessary in the process.

Experience and Judgment Plus Process:  Decision Analysis is a structured process that uses questions to help avoid the specific pitfalls of decision-making and maximize the chances for success.  Decision-making does depend upon experience and good judgment.  However, it is within a framework of a systematic procedure that experience and judgment will produce effective decisions and a reputation of effective leadership.

Please Share Your Thoughts:  What is your experience with instinctive or intuitive decisions?