DARE Consulting Da vinci schools CCSA Conference March 21 2017 Sacramento California Stand up if How many people have been working in schools for less than 5 years 510 years ID: 580427
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Slide1
Building a culture of trust in fast paced environments
DARE Consulting Da vinci schools
CCSA Conference March 21, 2017Sacramento, CaliforniaSlide2
Stand up if…
How many people have been working in schools for less than 5 years?
5-10 years?10-15 years?15-20 years?20-30 years?
How many Principals or CEO’s are in the audience?
How many APs, VPs or other administrative titles beyond principal?
How many coaches/mentors/advisors?
How many teachers?
Anyone else?Slide3
Facilitator Background
Dara Barlin – DARE Consulting
Matt Wunder – Da Vinci Schools(And the Story of How They Met!) Slide4
Let’s Brainstorm together
-What are toxins that you’ve
seen or experienced that have depleted trust in the workplace? -What are some habits that you’ve seen or experienced that support a culture of trust? Slide5
Volunteer opportunity
Can we have a volunteer? Create a graphic representation of what a great school
.Slide6
“Change happens at the speed of trust.”-author unknownSlide7
“Culture eats strategy for breakfast.”
originated by Peter Drucker, made famous by Mark Fields, President at Ford Motor CompanySlide8
By building a culture of trust in the workplace, we can exponentially increase the effectiveness of our initiatives, productivity, innovation and outcomes. Slide9
“Management is telling people what to do. Leadership is inspiring them to do it.”
-Jeff WeinerCEO, LinkedIn“Managers do things right. Leaders do the right things.” -Warren
Bennis
Slide10
Google Study
Psychological safety most critical factor of highly effective teams. Psychological Safety = confidence to try new things, take risks and make mistakes. (Growth Mindset)
Psychological Fear = fear of retribution from mistakes and failure. (Victim/Blame Mindset)Slide11
Trust & Corporate
america
Harvard Business Review - Trust is directly correlated with a company’s financial performance. CEO of Campbell Soup - “Contrary to popular belief, cultivating a high-trust culture is not a ‘soft’ skill… it’s the foundational element of high-performing organizations.” Forbes Magazine – Stop rolling eyes and making Kumbaya jokes long enough to take-in the collateral damage of unsafe work environments: “poor performance, poor decision-making and missed opportunities for innovation.”Slide12
Trust and School research
In schools where teachers report strong trust and cooperation among adults, students said they felt safe and cared for, as well as more academically challenged. And stronger student test scores often bear this out.Slide13
Trust-Rich inspired Environments
Easier collaboration
Higher productivityMore innovationIncreased student achievementBetter financial performanceJoy of teaching and learningSlide14
Trust-Poor
EnvironmentsLow productivity
More InfightingMore Feet-draggingMore Sick DaysMore Headaches/Mental IllnessEverything Feels HarderLow inspiration
Low innovation
Poor decision-makingSlide15
Large urban school system survey
Slide16
Pilot School in NYC
100% of school educators reported that feelings of frustration and infighting were getting in the way of focusing on student learning. Slide17
What is the most powerful challenge to trusting school cultures?
Video: Would You be a Good Samaritan?
Video Link: http://abcnews.go.com/Primetime/video/good-samaritan-4403966Slide18
Lack of time
Pressure from external stakeholders
Extremely high expectationsCommunication challengesOther factors making it hard to maintain inspired, trust-rich environments…Slide19
Nature of many large urban school systems
Blame, Frustration, Stress =
Diminished focus on great schoolsSlide20
Consider
How many initiatives are not being implemented effectively because people are feeling stressed out and overwhelmed?
How many great ideas to improve the school are going unrealized because educators don’t feel safe enough to take initiative?
How
much talent is leaving
your school because they don’t feel connected to their colleagues?
How
much time is being spent on blaming one another (i.e. parents,
public schools, unions, school boards,
etc.) instead of on finding solutions that help all schools and kids succeed? Slide21
What would it be like If all
educators…
Felt a deep sense of purpose and passion around their workCollaborated with other offices/stakeholders with easeHad resilience to overcome obstacles to meet all goals
T
ook
initiative to make changes to improve their work
S
ought
to innovate and create new tools and strategies to improve outcomes for
their whole school
F
elt
joyful, trusting, supportive relationships with colleagues
L
eft
work feeling calm, rejuvenated, fulfilled almost every daySlide22
DARE Consulting
Human-centered leadership PD Programs
Climate Transformation Program (Conflict Resolution using the EVAPIT!TM
System)
Continuous Improvement Program
Communicating
to
Influence ProgramSlide23
Pair Up with a neighbor and Share
What resonated about what was presented? What surprises surfaced?
How does this apply in your setting? 2 minutes to share with a neighbor. Slide24
12
ways To Build trust in a Charter School
1) Be generous in giving credit.
Take responsibilities for
mistakes.
2) Celebrate
mistakes and
failures as learning opportunities.
3) Nip
Blame-Gaming in the bud!
4) Find
the “Right” level of management
(macro vs. micro)
5) Include
people in the decisions that impact them
6) Create
a safe space for employees to air
concerns
7) Have
an
intentional
Hiring Process
8) Integrate
team-building activities regularly
9) Celebrate
successes (large and small) every day
10) Let
go of pretense of power
11) Generate
school-wide norms to create ideal atmosphere
12) Under
promise and over
deliverSlide25
Straw poll:
Use your sticky dots to vote based on the following questions. (You can use all 3 on 1 or spread them out across principles.)
Which principles are the most important for building a trusting culture?Which principles do you most want to talk about today? Slide26
review graphic Representations
Slide27
How does it feel when…
Someone takes credit for your work?
When someone changes your work?Slide28
Trust-Building Strategy #1
Give credit for everything good.
Take credit for other’s mistakes. Slide29
Trust-Building Strategy #2: Celebrate mistakes and failures
Growth mindset among students
vs
.
Growth
mindset among
teachersSlide30
developing a growth mindset where mistakes are celebrated
1) Make an explicit group norm - learning from mistakes is a good thing. 2) Make your own mistakes very public early and often. It models for others that it is OK to do the
same!
*Example from Matt*Slide31
Do you think we can’t see you?Slide32
Triad breakouts and reflection
Break up into groups of three and respond to the following questions: What
is scary about going public about mistakes?What can you do to support more people giving credit to one another?What would it take to make a growth mindset for adults and credit generosity a reality in your school?Slide33
Trust building strategy #3:
Nip the Blame-Game in the bud!
Ending the dysfunctional vortex of Blame! Mistake is made People look for someone to blame
Fear, shame and anger surface
Fingers start pointing in all directions
Fear, shame and anger gain steam People try to hide their mistakes
People develop negative judgments about one another
Conflicts or longer term resentments build
Work feels more stressful and harder
Distraction away from solving the problem first created by the mistake
P
roblem takes longer to fix, or doesn’t get fixed at all! Slide34
The Solutions-orientation vortex…
Mistake is made People talk about how to fix the mistake and address the issue in the future so we can learn from it
Everyone becomes smarter for moving through the issue Everyone feels validated and psychologically safe People feel open to making and sharing mistakes more inspired, more creative and happier to be at work. Slide35
Blame-gamer
Blame Game starts with one person making an accusation, and others standing by or eventually joining in.
Slide36
YOU
CAN STOP THE BLAME GAME! Become a blame-nipper!!
Empathize with the person who made the mistake. Validate their decision by acknowledging how you (or others) would have likely make the same mistake.Refocus conversation by reframing as a good learning.
Focus attention on finding a solution.
Possibly remind folks that “problem-solving will lead to a quicker resolution than finding someone to blame.”
*Matt give example of the board meeting that ALMOST went into blame-game scenario.Slide37
Practicing Nipping Blame in the
Bud!(The Actual Blame Game!)
Everyone stand up and move into new triads (groups of 3). Identify the following roles:one person as the
mistake-
maker
one
as the
blame-gamer
and
one as the
blame
-nipper
I will give you a
scenario. The
blame
-gamer
will try to blame the problem on the
mistake-maker
.
The
b
lame-nipper’s
job is to use the strategies discussed to nip the blame in the bud and refocus the conversation on problem-solving. You will have 2 minutes to do this. After you are done, we will re-assign the roles so everyone has a turn, and you’ll be given a new scenario. Slide38
Blame-game: scenario #1
“A survey to all new teachers didn’t go out in the timeline defined. Michael, the data specialist, has been overwhelmed with data requests, and accidentally missed this deadline
.”
Blame-nipper:
Empathize with Michael.
Validate his decision by sharing how you or others might have made the same decision.
Refocus conversation on the ‘learning’ and problem-solving.Slide39
Blame-game: scenario #2
“A
report has just gone out to all of the staff and all members of the school board. It is a high stakes report that has implications for future funding streams. After it goes out someone realizes that there is not 1 but 2 typos on the cover of the report. Barbara was the author of the report, so she is the one who is blamed for the error.”
Blame-nipper:
Empathize with Barbara.
Validate her decision by sharing how you or others might have made the same decision.
Refocus conversation on the ‘learning’ and problem-solving.Slide40
Blame-game: scenario #3
“Latisha is running a successful program at the school. The local paper asks to interview her and in the interview she says something that the reporter takes out of context, and gives the school a black eye that is hard to recover from.”
Blame-nipper:
Empathize with Latisha.
Validate her decision by sharing how you or others might have made the same decision.
Refocus conversation on the ‘learning’ and problem-solving.Slide41
Trust building strategy
#4:Find the “Right” Level of Management
Micro vs. Macro
(
with
local touch-
points
)
“
Best way to mind your flock is to give them a lot of pasture and watch them.
”
–
Buddhist Proverb, Ambassador Frank Baxter Slide42
Trust building strategy
#5:Include people in the decisions that impact
them No one likes change done to them unless it is absolutely and unequivocally positive. Including people in the thought process early and often is not only a smart strategy for buy-in/ease of implementation, it will likely make your idea, concept, initiative far better than you envisioned.
You can most always have your say, but you may not always get your way. Slide43
Trust building strategy
#6:Create a safe space for employees to air their concerns
Default -- challenges and frustrations will go unsaid
.
“
Don’t rock the
boat” syndrome.
Voice goes inward
- Resentment builds
Conflicts surface later
Trust is lost
Intentional
spaces for
feedback give people permission to talk about their issues BEFORE they turn into resentment and conflict. Makes employees feel heard. Trust is gained.
Slide44
Reflect with a neighbor
Turn to a neighbor and discuss the following prompts:Why
do many schools have a top-down decision making tree?What steps could they take to support more voices in those decisions? What ways could a school create intentional, safe spaces where educators and employees can share their concerns? Slide45
Strategy #7: Intentional hiring process
Handout of Da Vinci Hiring Process.Think about values and results. Slide46
Employee Development
Results & Values and Results & Potential
Quadrant 4:
High achievement, high values
Quadrant 2:
High achievement, low values
Quadrant 3:
Low achievement, high values
Quadrant 1:
Low achievement, low values
Results and ValuesSlide47
Final thoughts about other trust building strategies…
8) Integrate fun team-building activities regularly into school day
9) Celebrate successes (large and small) every day10) Let go of pretense of power11) Generate school-wide norms to create ideal atmosphere
12) Under
promise and over deliverSlide48
Thank you for your time!!
For a copy of this PPT or to learn more about trust-building and continuous improvement, go to: www.dareconsulting.org
Contact: dgbarlin@gmail.com