Posted on by hildaweisburg

Being Effective

As you pivoted your way through the pandemic, goals and needs kept changing. Being effective was and is a challenge. Being efficient was even harder. With the heavy time constraints we have, we need to improve our techniques for being more effective – and by doing so – become more efficient.

Merriam-Webster defines Effective as “producing a decided, decisive, or desired effect.” It implies knowing what needs to get done and then getting right down to the task. It’s a good goal for students and for you. But it is elusive.

We know that working harder is not the solution. It is draining, making you less productive and therefore less efficient. John Rampton says the way to do it is to Work Smarter, Not Harder: 10 Ways to Be More Effective at Work.

  1. Trim the Fat – This sounds like a good diet idea, but it refers to making your to-do list work for you. Putting too much in sets us up for feeling frazzled, not accomplishing everything, and encourages multi-tasking which doesn’t work (we’ll get to that). Besides identifying your three highest priority (and goal-related) tasks, get at least one finished early, giving you a feeling of success.
  2. Measure Your Results, Not Your Time –Whether it’s weeding or collecting books, measure your success by what you accomplished in one day. You know how to eat an elephant? One bite at a time. Rampton quotes Leo Widrich, who recommends keeping a “done” list. It allows “you to review your day, gives you a chance to celebrate your accomplishments, and helps you plan more effectively.”  I do the same with my Success Journal which I keep next to my computer.
  3. Have an Attitude Adjustment – Your mindset has a powerful influence on your effectiveness. When you feel you are getting things done, when you recognize your help to others has made a difference, you don’t have the weariness that keeps you from being effective.
  4. Communicate, Communicate, Communicate –Communication is key to our success. It’s not just our words or our texts. It’s the choices we make in using them and the silent communications happening simultaneously. Active listening is your responsibility in communication. Suiting the message to the communication channel enhances the chances of it being received as intended. Long emails often don’t get read completely. Don’t bury the lead. Say what needs to be said—and stop.
  5. Create and Stick to a Routine – The more things you don’t have to think about, the more effective you become. To help make this happen – use the next tip.
  6. Automate More Tasks – There are apps and programs for planning, calendars, reminders, and more. Ask your PLN what’s helping and see if it makes sense for you. The best automation can help you get through your day with fewer decision points leaving more energy for bigger issues.
  7. Stop Multitasking – Once the touted way of getting more done, studies have proved it doesn’t work. Unfortunately, we do this more often than we realize. The worst offense is when we are mentally planning what we will do or say next while we are talking to someone. Stay focused and you are more likely to stay effective.
  8. Take Advantage of Your Procrastination – Historian Cyril Northcote Parkinson, author of Parkinson’s Law said, “If you wait until the last minute, it only takes a minute to do.” Not that this should be a general practice, but it suggests we cloak our tasks in more time than they need. Give yourself shorter, clearer, deadlines and you’ll find yourself getting more done.
  9. Relieve Stress – Stress impacts work performance. You’ve heard this before and likely know the techniques that work for you. Get up and move for a while. Take a break in another part of the building. Look out the window or find a way to sit in the dark for fifteen minutes. Lowering stress increases effectiveness.
  10. Do More of the Work You Enjoy – You have many roles, but you like some better than others. Put your emphasis on those. It will give you the positive attitude you need to do the other ones. It’s also a good reminder when it seems like most of what’s on your to-do list are the tasks you like less. Use the things you love to jump start your day or as a reward for getting other things done.

Chances are you already do some of these to make your days go smoothly. If you’re looking for ways to be more effective, choose some of the ideas on this list and put them into practice. Hopefully, you’ll see an increase in your own effectiveness.

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Posted on by hildaweisburg

Why Is It So Hard?

Somedays are just too hard. I have big plans for the day.  My to-do list is at the ready.  Then one by one, life happens, and the day is drawing to a close.  I still haven’t done my number one priority, I’ve added more things to my to-do list, and I am too tired and brain dead to deal with any of it.

I remind myself tomorrow is another day. I focus on having a positive mindset. And then tomorrow brings its own set of obstacles to my plan. Or I have one or two great days and feel confident I have a handle on my life. And then stuff happens again. I know I’m not the only one feeling this way. Social media is filled with tales of life continually interfering with plans and intentions. 

I give advice on time management. Surely, I should manage my own better.

Some answers came from an unexpected article. A post by Scott Mautz, 5 Reasons Why Your Middle Manager Role Is So Difficult (And What To Do About It) provided answers I could see where school librarians are middle managers and how their challenges are ours. You are the Program Administrator for your library with the responsibilities it carries, and you also have a boss–your principal.

Consider how these five reasons reflect your situation.

  1. Self-identity – Mautz points to the many hats you wear and their differences. You move from directing what is happening in your library to working collegially with teachers, and then bringing a “deferential stance with your boss.” These “micro-transitions” exhaust us. Probably more so because we are not recognizing them as such. It’s hard.
  2. Conflict – Exhaustion and stress are everywhere, which means tempers flare. You may be in challenging situations with teachers, students, and parents. As librarians, you are expected to have a positive working relationship with everyone, but no one seems to have that responsibility with you. You are using many of your relationship skills to soothe tempers and reduce tensions. It’s hard.
  3. Omnipotence – Mautz says you “feel you are expected to know everything,” The saying that “if librarians don’t know the answer they know where to find it” heightens that expectation from others. But they have questions and needs from so many different fields. Every moment you’re uncertain adds to the weight of your day. It’s hard.
  4. Physical – All that micro-switching, uncertainty, and desire to be at your best takes its toll. You’re probably not getting enough sleep and the sleep you do get is not always restful. You wake up exhausted with the entire day to face. Then it’s coffee and/or sugars to give you an energy boost even when you want to eat better. And exercise? When? It’s hard.
  5. Emotional – Mautz points to the emotional toll of middle managers who felt isolated. Librarians know this deeply as most are the only ones in their school– or perhaps spread over multiple schools. No one else has our responsibilities, goals, or challenges. PLNs definitely help. But it’s hard.

Mautz follows up these challenges with several “reframes” which I have abbreviated:

  • Recognize your micro-transitions are all one job–Keep your Mission Statement in mind. Mautz writes: “The 100 jobs you belong to add up to one vital job you’re uniquely suited to do well. Take pride in that and value the variety.”
  • Leading and Influencing Up – Know what your principal expects of you (and what they need) and keep them apprised of how you are doing it. Offer regular reports or, at the least, an annual report (see last week’s blog).
  • Leading and Influencing Down–Mautz talks about the importance of giving feedback. Watch your words and body language to ensure your message comes across as feedback, not criticism. Create strong relationships and partnerships and the emotional toll is decreased.
  • Influencing Across–These are the people in the larger community. Here is where you can spread the word about the importance of school libraries and having certificated librarians run them. Even where you have no authority, you have an opportunity for great influence.

It is hard. Understanding what causes some of your daily frustration may ease your feelings that you aren’t doing enough or not organized enough. You are doing more than enough. Yes, it’s hard, but it’s also important work.

Posted on by hildaweisburg · 1 Comment

Time to Report

As this school year ends, consider adding “Write an Annual Report” to your to-do list. Yes, that list is already long, but it is essential that you submit one, even if it’s not required. So many librarians claim their principal doesn’t know what they do. This is an opportunity to tell them. It can inform even aware principals and increase their appreciation for what you contribute to the entire school community.

When you go through your day, be sure to notice what you are doing: curating, collaborating, teaching, leading, integrating – the list goes on.  Use your phone or whatever method you choose to keep note of these. When you can, take videos and get student feedback, preferably verbal.

Look at the data you have available.  While circulation statistics this year are probably significantly lower than in previous years, you can include the comparison to point out how successful you were despite the drop caused by the pandemic. The same is true of database use statistics.

Did you track the number of classes you taught? What did you add to your program that is likely to remain when school resumes in the fall? The number of teachers you helped, and their subjects or grades show how you affect the whole school. Where were your unexpected successes along with the planned ones/

In putting the report together, remember to keep it brief. Highlight students and their work, but also your connection to the educational program and community. The purpose is to expand your principal’s knowledge of what you do, but at the core it is a promotion of you and the library.

Elizabeth Hutchinson’s blog post, Phew! Finished! Write an annual report …? Why? No way!, echoes my feelings and adds concrete ideas to address in your report. Her big ideas are to:

Find out – You need to know what your school’s mission and goals are. If the library isn’t helping to achieve them, the library doesn’t have value to the school. And if the library doesn’t have value to the school, why have a library? Once you see the connection – make certain your principal does too.

How do you help teachers attain the goals and needs of the different subjects or grades in your school?  This shows your relevance to them. When you are actively involved in helping them, they become advocates for your program.

Planning – Where do you want to go next—and why? It’s the “why” that is important. Each of the jobs you do should be tied to your Mission. And your Mission needs to connect to the school’s. Hutchinson has a list of great questions to ask yourself as you develop this section.

Although Hutchinson doesn’t say this is needed, your annual report should include what you plan to do. It doesn’t have to be a large project. Large or small, your plan should advance your Mission and perhaps your Vision. You can share both those statements, but, again, tie them to the school’s and/or district’s aims. Remember, though, this is not the place to ask for funding. 

As you compile your report, work on making it visually appealing. You may need to present numbers but consider showing them graphically. Incorporate the pictures and videos you have of students and teachers at work and the products they created.

And if this Annual Report is a success–consider doing these quarterly (there are several examples of other librarian’s Annual Reports at the end of the article). They are shorter and will keep you and the library in front of the principal’s awareness and make this end-of-the-year job quicker. Wrap up the year on a note of success and next year will start the same way!

Posted on by hildaweisburg

Success

Nothing feels like success. And the only thing better than one – is more. To bring more successes into your life, there are two things to do. First, celebrate your success. Second, set yourself up for future successes.

You probably celebrate big successes. What you likely haven’t taken the time to acknowledge are your smaller, daily successes. By noticing these achievements, you build your confidence and enthusiasm. You can set yourself up for future success by incorporating Casey Imafidon’s 10 Little Things Successful People Do Differently into your life.

  1. They Strive for Consistency – Imafidon says having a schedule allows successful people to focus on their goals. Routine may sound boring, but it’s what gets most things done smoothly. Although most of our routines are imposed, we still make choices about when we check email and when we do lesson plans. To the extent possible, choose tasks that work with your body cycle. Are you more alert in the mornings or evenings? Use your lower energy times for the activities that need less focus.
  2. They Set Daily Goals – It’s not just having a to-do list. It’s knowing what the high priority tasks are. Imafidon refers to Kenneth Chenault, CEO of American Express, who identifies three goals for the day. When you know what you want to achieve for the day, you feel success as each is completed.
  3. They Nurture the Right Relationships – We are supposed to get along with every staff member as part of making the library a safe, welcoming place for all, but it’s important to ensure we have strong relationships with key stakeholders. According to Imafidon, “successful people look for support and find people they can connect with….” This builds advocates and helps make you and your program successful.
  4. They Display High Emotional Intelligence – You need a high EI to forge those “right relationships.” You also need it to understand what can help others and therefore result in them recognizing how important you and your program are to their success. I have often said, “I am a connector. I connect people to ideas and information. I connect people to people who can then help each other. And I connect ideas to ideas, seeing how they link to form new ideas.”
  5. They Take Action – Simply put, successful people are willing to leave their comfort zone to get things done. The bigger your comfort zone, the more opportunities for success.
  6. They Practice Positive Self-talk – Beating yourself up for a perceived or past failure will not contribute to your success. It will only make you less willing to try something else. It’s almost impossible to get something positive done with a negative mindset. Imafidon recommends having an affirmation-like phrase like “today is going to be a great day” when you need to make a shift.
  7. They Stay Healthy – When you don’t feel well, you don’t do well. What is your daily diet like? Healthy or harmful? We all know the positive results of eating healthy, being active, and getting enough sleep.
  8. They Meditate – Imafidon says Meditation increases focus and productiveness. Our brains need downtime. Putting in more hours does not translate into more getting done. If you have trouble meditating, try a walk or a few minutes listening to quiet music. Remove yourself from your workspace.
  9. They Act on Small Improvements to Their Goals – As the old riddle goes- “How do you eat an elephant? One bite at a time.” A big goal usually seems almost impossible to achieve. Break it down into small bites. Achieving success one bite at a time motivates you to continue until you finally reach that big goal.
  10. They Wake up Early–It’s not only the “early bird catches the worm,” it’s also using what, for most us, is the most productive part of our day. You can get so much done before the usual distractions begin. See if you can get to your library before anyone knows you’re there (consider not turning on the room lights) so you have time to get yourself prepared. Then you can turn them on to connect with the early-bird teachers who also want to get a head start.

Every success matters – and the daily ones may matter more because without them, it’s hard to keep moving forward on the bigger projects. Celebrate yourself when you can and notice your achievements. Wishing you all much success.

Posted on by hildaweisburg

Doing What Works

Managing stressful interactions – even without a worldwide pandemic – is a challenging and important skill for librarians looking to lead. We are in a relationship business which means different personalities, perspectives on education, and personal issues, all contribute to volatile moments. To maintain and build the relationships vital to our success, we need to be able de-escalate these situations quickly, possibly even before they begin. And that starts with seeking to do what works rather than worrying about being right.

When someone comes to us, whether a teacher, a student, or an administrator, we tend to make a decision and predict what is forthcoming. It is often unconscious, but we note facial expression, body language and other visual cues to determine if that person is about to say something critical or supportive. Our own body language then telegraphs a response. If it looks like something pleasant will be said, we stay relaxed and open. If, however, we anticipate a negative comment, our bodies stiffen. Our arms may cross tightly, our shoulders pull together. We are ready and with nothing being said, the conflict has begun. We need to shut down this reaction before it takes control of the situation.

A guiding question is, “Do I want to be right, or do I want it to work?”  Because if you want to be right, it won’t work. Your ego gets invested, and you aren’t listening and aren’t open to other possibilities. Taking an offensive or defensive position is almost a guarantee it won’t work. If you respond offensively, the other person will rise to either defend themselves or shut you down. If you defend yourself, all you get are further examples of your perceived errors.

The solution is to listen. Don’t confuse feedback with criticism,. It’s hard to hear anything negative about our work but focus on the heart of what is being said. Take in what is actually being said not what you fear is wrong. It is related to the axiom: Seek first to understand, then be understood.

I have told the story of when I had started in a new school, and a teacher came into the library storming because her privacy had been violated. In my head I heard, “I have only been here a few months, I barely know you. How could I have violated your privacy?”  Fortunately, I thought to move her to my office, and the intervening moments gave me time to think. Instead of jumping in with my perspective, I heard the specifics of what she was complaining about. Her concerns were clear and valid. I came up with a solution. She was pleased and became a huge library supporter.

If she had been incorrect, a different approach would be needed, but that still wouldn’t include telling her why she was wrong. That would only lead to more arguments. Instead, a better response would be, “I recognize you are upset. How can I make this better for you?”  This gives her time to think, gives her agency in the problem, and the conflict starts deflating like air leaving a balloon.

Another technique to deescalate a situation is to paraphrase what the other person said as accurately as you can –not coloring it with your judgement. This gives both of you time to pause and reflect on the issue. It keeps you from making assumptions, allows you to be clear about the other person’s concerns, and helps you get to the true point of the problem.

When dealing with students, similar tactics work. If you get into an argument – or worse a shouting match – you have already lost. Keeping the library a safe, welcoming space for all, means you treat even argumentative or hostile students with respect even as you deal with their issue. Listen, paraphrase, and as soon as possible move to a more private place to discuss the issue. The same approach works when an administrator comes to your library or you meet in their office. Focus on listening before responding. And then respond, not react.

Listening to the other person, remembering it is important for the situation to be resolved in a way that supports both sides, and not worrying about who’s right, allows you to manage stressful situations and stay a supportive, astute, leader.