Posted on by hildaweisburg

ON LIBRARIES: Embracing Failure

You can’t escape failing.  Maybe the word “embracing” is a bit much, but whenever you try something new or different, the risk of failure is always present.  Knowing this is often what prevents you from trying. But there are lessons that come with each setback and the more you are willing to learn, the stronger leader you will be.

How would you speak to yourself if you were one of your students who wasn’t trying because of the fear of failure? You would tell them that failure is important and worth the effort.  Whether it is learning to ride a bike, throwing a curve ball, or playing chess, no one gets it right the first time. Frequently they don’t get it right the second time. I can hear you say the consequences of failing at those is quite different from what you would experience if something you tried for your library didn’t work, but what are your choices?  Taking a risk and possibly succeeding (particularly if you have thoroughly researched your idea) or staying where you are not advancing your program or your ideas.  I love the quote attributed to James Conant, Behold the turtle who only makes progress by sticking his neck out.”

Failure happens in the business world all the time on the way to success, and Lily Daskal, a leadership coach and author of The Leadership Gap: What Gets Between You and Your Greatness, explains Why It’s Important for Leaders to Fail Well. I love the idea of failing “well.”  She points out that beginning skiers learn how to fall safely.  We, too, need to fail safely, and not let a failed idea make us believe we are failures. Learning how to fail safely means we need to develop the right attitude towards failure – even welcoming it for the benefits it brings.  Daskal identifies seven benefits of failure.

  1. Failure keeps us focused on our strengths – It sounds counterintuitive, but that is what we need to do. It’s too easy to beat yourself up for the mistakes you made. Although you shouldn’t ignore them, also take stock of what you did right.  What were your strengths –and how can you utilize them in another project or improve this one.  What weakness did you exhibit?  Can you turn it into a strength?
  2. Failure teaches us to be flexible – Don’t give up on a good plan just because it failed. If it was worthwhile, how can you change it so that it does work? It’s a worthwhile skill to develop for several reasons. For example, you want to turn your library into a Learning Commons.  You approached your principal or superintendent enthusiastically and were shot down. Why? What reasons were given?  Money?  If so, consider revising your concept so it takes longer to complete and allows the cost to be spread out, or look for a grant to cover some of the funding needed.  Instead of nursing your wounds, get creative.  I had a superintendent who told me her first answer was always, “No.”  It got rid of the people who weren’t fully committed.
  3. Failure teaches us to rethink what we deserve – It’s easy to blame yourself for the failure. It gives you an excuse to quit and not try again.  That’s the real failure. Accept responsibility for why the plan or idea failed, but don’t take it personally.  It’s part of your growth. And if you’re still fully committed to the idea – you’ll find ways to make it happen.
  4. Failure reminds us that everything is temporary – When we fail, and we all do at some point, it’s vital not to think this is how it will always be. It’s been said that change is the only constant. As a leader, you need to be looking for any change in direction.  As I blogged last week, administrators come and go.  What your current one didn’t like, the next one might love, particularly since you learned from what didn’t work.
  5. Failure shows us it’s not fatal – The failure was yesterday. Today is a new day, and you are alive and well. If you try only a few projects, every failure looks huge.  Do more and the number of successes will outweigh the ones that didn’t work.  It’s how you build your “street creds.” You demonstrate perseverance by digging in and moving on.
  6. Failure disciplines our expectations – It’s great when we get excited about introducing something new. However, our enthusiasm can sometimes blind us to what is realistic.  This doesn’t mean you don’t attempt big things. You don’t say, “They never want to try something new.”  It’s recognizing that not everyone sees the project the way you do. You need to create a foundation of support before you move into introducing your idea.
  7. Failure instructs us to keep trying – There is wisdom in the adage, “If at first, you don’t succeed, try, try again.” No invention worked the first time it was tried. Leaders in every field know this. They don’t like failing, but they don’t let it stop them.

And here’s one from me:

Failure teaches us to understand our students better – I knew a math teacher who always underestimated how long it would take students to complete a test.  She was brilliant in the subject and couldn’t understand the difficulty many of her students faced.  Sometimes a person who struggled in school makes the best teacher.  Use your experience with failure to help students when they have trouble dealing with their own failures so that they too keep taking the steps that will lead to their next success.

Posted on by hildaweisburg

ON LIBRARIES: Another New Administrator Arrives

The statistics aren’t encouraging – the average principal stays less than five years. The average superintendent lasts about six years, half that for urban districts. The constant change in administration causes regular stress for those working in schools and most people don’t recognize the effects of these revolving doors. With each new administrator, priorities shift.  Frequently, projects in the works get scrapped.  Long-term planning is difficult. And each of these new heads has a different view of school libraries and librarians. You have to start from scratch to build your reputation every time this happens.

Those who are in a district where they are experiencing these regular departures and arrivals need to have a strong plan in place that can be set into motion as soon as the new hire is announced.  If you are fortunate enough to have a long-term administrator, it is wise to be aware of how to proceed should your principal or superintendent leaves. In addition to the initial steps, the sequence of the “settling-in” process applies to committees so it will help you show up (early and often!) as a leader even when things are running smoothly.

So how can you be ready?

Hit the Ground Running – Once you have the name of the new administrator begin your research. Where did s/he come from?  Google and social media usually can give you a fair amount of information.  If there is a librarian in this person’s previous job, consider sending her/him an email to learn how the administrator regarded librarians. Where was support given? What was their preferred method of communication? Keep your findings to yourself.  There will be plenty of gossip likely fueled by fear. Don’t add to it.  Just listen and see how well it aligns with what you have learned.

Plan on an Early Meeting – Don’t wait for the new administrator to begin the usual “getting to know you” meetings.  Schedule something as soon as possible and keep your meeting brief.  Ask for no more than ten minutes and finish in less time. During your time, you don’t sell what you have done. I cannot stress this enough – make it about them!  Your focus should be on what you can provide. Invite your new administrator to visit the library at any time. Ask how s/he sees the role of the library program. Let him/her know that the library program is flexible and will work to achieve his/her vision/goals for the school or district. When you finish, leave a thumb drive of your last annual report or provide one-sheet with strong data on what the program has achieved.

The Four-Step Sequence – (which is now five steps) Be prepared for the next phase.  In 1965 Bruce Tuckman wrote an article describing the sequence to identify a process common to describe team formation. It is still relevant and comes into play with a new school or district leader.  By being able to identify the process as explained in Forming, Storming, Norming, and Performing, you will avoid pitfalls and demonstrate the leadership that will get you and your program recognized as vital to the new administrator.

  • Forming– This is the settling-in stage. Most people in the school are likely watching and waiting.  Although there are some who are criticizing already, making comparisons to the previous administrator, most will be quiet and uncertain.  You need to identify your new principal’s/ superintendent‘s style.  Congenial? Remote? High tech? No tech? You then adapt your communication to match it.
  • Storming – Time to get down to business, but expect it to be messy. The new administrator wants to begin proving s/he is in charge and knows where to go. Conflicts emerge as not everyone agrees with the new direction. Some want to “get in good” with the new boss, (you are one of them,) but how they do it can be a problem. Brown-nosing is not the answer. Being a team player, which means knowing how to disagree effectively if necessary, is the way to proceed.
  • Norming – Life settles into the new normal. It’s as though the new administrator has always been there. The Pareto Principle comes into play. It’s the 80/20 rule and in this case, it means 20% of the people do 80% of the work.  You need to be among the 20%.  By being of value to the new administrator, helping him/her achieve his/her goals, you and your program will be valued in turn.
  • Performing – This is the make or break period. Everyone has settled into the role of their choice: an active part of the leadership team, a good worker-bee, or a complainer/critic.  The fewer in this last category, the more effective the administrator will be during her/his tenure.  This is your opportunity to propose larger projects and position your program in the forefront, making yourself invaluable to the administration, teachers, and, always, your students.

This four-stage sequence has been adapted to include a fifth stage – Adjourning. In the business world, it refers to when a committee’s work is complete. In our world, it’s when the administrator leaves and a new one is hired.  Once again, you are back to Forming. Now that you have seen it in play, you will be even better at managing the steps as you prepare for yet another new leader.  And you can lead the way.

There is no way to avoid changes in administrations but if you can create a plan and be prepared you will be the leader your program needs and show whoever is in the position that you and your library are invaluable.

 

Posted on by hildaweisburg

ON LIBRARIES: Advance Your Communication Skills

Leaders are skilled at communication.  A seemingly simple statement but one that is, in actuality, endlessly complex. I discussed the basics in my blog post last March, Keep Your Communication Channels Clear, pointing out the importance of the three parts of communication (senders, message, and receiver), and reminding you to be sure you are aware of how the different channels affect those parts. Yet even those who are skilled can make errors. And communication errors can be damaging.

It doesn’t take much to do damage.  At one of my libraries, teachers were always comfortable gathering in my workroom to talk and vent.  One rare calm day, a teacher came in and was voicing her frustrations to me and my co-librarian. My co-librarian said in response, “You teachers…” and I could feel the gulf opening between the two of them.  I spoke with my co-librarian about what I heard and saw.  She hadn’t realized what she had done. Anyone can make an error, but if you don’t recognize it happened, the effects can destroy any connections you are trying to build.

In another instance, I was the one who almost made an unwitting mistake.  I was going to send a memo to my Assistant Principal.  I can no longer remember the matter, but I was concerned about a problem and wanted his help.  Fortunately, before sending it, I showed it to the teacher who was responsible for our School to Career program.  (He shared space in my library and gave me the tech he got with his grants).  He encouraged me not to send it, explaining how a man would read it and react.  I re-wrote the memo with his oversight and got the results I wanted. I’m not suggesting you always check before you send something to a teacher or administrator who is not your gender, but you might find it enlightening to have a spouse or friend look something over.  You might be as surprised as I was.

Clear communication is an ongoing art form. A recent online post by Nick Morgan, How the Communication Rules Have Changed, presents five new rules which will help you do a better job of getting your message out.

Your “Less” Is Their “More” – Morgan points to the barrage of information we receive each day and how our tolerance for reading long texts is decreasing. In the past, I have reminded librarians not to give administrators background about requests or problems.  (This connects to the gender issue – see above). Get to the point immediately.  Offer details if requested.  We have a tendency to “bury the headline.”  By the time your administrator hears or reads what you want, his/her mind has gone elsewhere – and that’s assuming s/he gets there at all. Morgan also suggests you think your idea through the other person’s perspective and “tell them what they need to hear, not what you’d love them to know.”

We Experience Our Lives Chronologically, But That’s Not How Other People Want to Hear Them – This relates to the previous rule. We want to give our “receiver” a complete picture.  They don’t have the time or interest to listen.  You need to grab attention quickly.  I love Morgan’s reminder that Homer started the Iliad at the end as the two sides headed into the final battle. Having captured your interest, he backfills the story itself. You, too, need to capture the receiver’s interest first.

The Body Language of the Virtual World Is Self-Defeating – There is no true “body language” in the virtual world.  Even in Zoom or Skype meetings, you don’t get the same degree of body language as you do in person. We have developed new habits based on this, and it carries over into our face-to-face meetings. One result is that our manners have slipped. Have you ever been on a webinar and checked your e-mail or played a computer solitaire game?  We bring that behavior into our face-to-face meetings. Unless the gathering is very small (and even then), you will see people checking their phones. It is not only rude, it means you have stopped listening. I can’t remember leading or attending a large group session where a sizeable percentage of people weren’t texting. Leaders need to be active listeners. 

Because People Aren’t Paying Attention, Their Contribution Standards Are Crumbling – If you are not listening, you are not contributing. Don’t be the person who sends texts during a meeting. All studies show multi-tasking doesn’t work. To fight your own urge to look at your phone, take notes. It will keep you focused, and you will be a better contributor to the meeting – and it will be noticed.

The Pause is Still the Greatest Secret Weapon a Communicator Has – This is one I need to work on. Whether it’s stepping up to the mic at a large meeting or responding to something said at a small one, take a moment before talking. It’s an attention-grabber and will focus people on what you want to say. It also gives you just enough time to remember to begin with what the others want to hear ((see suggestion #1).

All this is a reminder that we are always communicating —often without any thought of how it is received.  And yet, it’s vital that our stakeholders receive the message we intended to send.  I have reached the conclusion you can’t learn too much about communication.  There is always room for improvement.

Posted on by hildaweisburg

ON LIBRARIES: Managing Stress

The stress. It’s back. You knew it would happen, but maybe you were hoping it wouldn’t come back quite so quickly. At the beginning of the school year I blogged about this (Stressed Out) and I made mention of the distinction between being stressed and distressed. A recent article I read, and the fact we’re at the beginning of a different type of year, made me think it might be a good time to look at this challenge again.

Stress can simply be having a lot on your plate, but you know what to, how to do it, and in what order to do it. If you are like me, that kind of stress is exhilarating. It’s an adrenaline high. I’m getting things done with ease, moving from one task to another. I feel like a superhero. If it goes on too long that level of stress is exhausting, but it feels great at the time.

The problem is when you are distressed. As in the first instance, you have a lot on your plate but instead of feeling energized, you’re so overwhelmed you move from one task to the next never able to catch your breath. You don’t have time to think about the best order for tackling the jobs. You take them as they come up regardless of their actual priority. Exhaustion sets in quickly, but you still keep moving.

There is nothing good about distress. It keeps you from being your best, and from being a leader. It causes a negative mindset that spirals downward and drains the passion you have for being a librarian.

Making distress worse is that most of the people around you, who all too often include your students, are also in “distress.”  It seems the whole world is overworked, overtired, and overextended. In that state, people get angry quickly and say things they really don’t mean. Which leads to more stress/distress.

Your administrators are frequently in the same situation, which you can usually tell by how they are interacting with you and others in your school. ASCD, the national organization for supervisors, recognizes the importance of stress management and recently ran a column by Chase Mielke in their newsletter entitled The Five D’s of Destressing. Here they are, tweaked for school librarians.

  1. Distract from It – Good teachers and parents know when a kid is getting frustrated or angry, the best intervention is a distraction. You pull the child from focusing on the source of distress and onto something else. It’s an instant change of mindset. Adults need to distract as much as kids. If possible, go for a walk. Open junk mail. Check the shelves to see if any need to be made less tight. Even a short funny video that always makes you laugh can help. Anything that will move you from the source of your immediate stress.
  2. Deal with It – Why would this work? It’s what you were doing trying to do when you became so stressed. The idea here is to really focus. Take stock of the situation. Is it something that must be handled? Now? If so, what are your options? Depending on what the issue is, apply strategies to resolve and/or work with it.

Can it be an opportunity rather than a problem?  Being required to cover a class (or having an extra class come in because of a problem with their room) can turn into an opportunity to introduce them to a new resource or app. If you think, “How can I use this as a teachable moment?” you are likely to come up with a solution.

If a class went badly, and you are beating yourself up about it. Pause. It happens to the best of us. Take a moment to reflect as to what you might have done differently, and then put it out of your mind. It’s over. As Judith Viorst so wisely observed in Alexander and the Terrible, Horrible, No Good, Very Bad Day, “Some days are like that.”

copyright Judith Viorst
  1. Dispute your Distortions – We tend to think in negative extremes when we are stressed. “This was the worst…” “I never get this right.”   Recognize that these absolutes are false.

Mielke proposes you use Martin Seligman’s methods:

  • Review the evidence: Was it really a total disaster?
  • Question the usefulness: How is this getting me to a positive outcome?
  • Check the implications: How does this measure up in the larger scheme of things?
  • Consider the alternatives: What was at the root of the problem?
  1. Discuss It – Bring it to your PLN of librarians whether on a listserv or a Facebook group. They have all been there at one time or another. Get it off your chest where it’s creating a big lump. Journaling is another alternative for many. You might even discuss it with students, modeling how to deal with situations that cause stress.
  2. Develop Frontal Control – When you become highly stressed your brain identifies it as a danger. You go into flight or fight mode. Your limbic system takes over replacing the cerebral cortex. Cognitive thinking flees. The response is automatic. You can’t stop it from happening, but you can shut it down by recognizing it. Take those deep breaths. Review those first four recommendations, especially the distraction solution. Allow the thinking part of your brain to take back control.

The good news is that Mielke’s advice is great. The bad news is that it won’t always work, particularly if your distress has been building. Do your best to turn into your body and your mind right now and then do a little bit more tomorrow. Identify the warning signs so you can institute preventative measures before the situation gets too bad.