By Liz Garavuso
Some of the most meaningful conversational leadership work I have ever done involved sitting for three days staring at the walls in order to come up with one simple provocation to guide a 2 hour employee discussion.
Weeks ago, I was planning for an annual workshop day that occurs every year on election day. I had clarity on the issue I wanted to tackle – I wanted to increase the effectiveness of the weekly grade level meetings. Those meetings were designed as the result of embracing the concept of professional learning communities. I had manipulated resources, much to my supervisor’s dismay, in order to ensure an opportunity for staff members to talk about their practice and ways to improve it. Unfortunately, the topic of those meetings often digressed into complaining sessions or opportunities to do the “administrivia” work required of the job: complete forms, purchase items, plan field trips, etc.
Last year, I addressed this issue, convincing myself that it was an issue of me not being clear about what I wanted. So, I explicitly detailed my wishes. Needless to say, nothing changed.
To make the complicated even more confusing, I was trying to plan this year’s workshop on the heels of having to deal with the aftermath of a much deserved disciplinary action for an employee which resulted in the building’s other employees focusing on “evil bosses” instead of meaningful instruction. Ripe with anger at the attempt of others to insinuate themselves into the work I needed to do to manage a difficult worker, I began planning a meeting that was destined to chastise and focus on the very things that would be counter productive to the more noble goal – more effective, account table teacher talk.
Fortunately, I turned to a colleague who shared a phrase that I have heard a many times, “What you focus on grows.” I was literally stunned by the power and intent of that phrase and knew immediately that I had to find a way to center the upcoming workshop around this notion of nurturing more accountable teacher talk.
So what was the three days of staring about? It took that long for this leader to get out of her own way. I had to recognize my feelings, accept my anger, let it go, focus on what I truly wanted as the outcome and the evidence I would need to collect to ensure its fruition, surface my mental models, envision a picture of success…in other words I had to practice the disciplines of conversational leadership that I knew would lead me to develop an effective approach to the workshop. The resulting provocation – “What might you do to make the grade level meetings more productive?” More importantly, the outcome of the workshop was not only a comprehensive list of actions that were generated by the staff members, but truly improved grade level meetings.
Once again, I was reminded that the work of a leader is not the work of doing stuff. It is not the work of demanding or mandating stuff. It is not the work of coercing around stuff. Instead, the work of a leader is to facilitate the process of learning of others relative to a clear mission or purpose of the organization. And that facilitation of learning means one thing – that all in the organization talk, in an environment of honest inquiry, about the very work that needs to be done together to ensure the success of the institution’s goals.
It’s a lesson I am sure I will need to relearn over an over again.
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