The Beauty of Educative Planning

This is part 3 of my 7-part series focusing on The New School Rules. If you missed previous parts, check them out here. Before we start, please take a moment and sign up for my newsletter.

We need to approach planning as a way of thinking, not a set product or plan that has value in and of itself.”

The New School Rules, pg. 11

Say what you will about Mike Tyson, but his response to a reporter prior to a fight about his opponent’s preparation nails the problem with our over-reliance on plans. “Everyone has a plan until they get hit,” he said, “then like a rat they stop in fear and freeze.” The origins of that quote float back through history tweaked by various prize fighters and military leaders. And it resonates as much in the workplace as it does in the ring.

In schools, we operate on an annual planning cycle. We set annual goals – often in the summer – and then often do our best to adhere to that plan and those goals. The main concern I have with this approach is that we are usually addressing last year’s deficits rather than today or tomorrow’s opportunity. Our system discounts current realities and values adherence to the plan over agility and front-line decision making.

The authors of The New School Rules propose a new way of planning in Chapter 1 that adopts the idea of, “plan for change, not perfection.” Here is another comparison of planning approaches from page 19:

Page 19 – The New School Rules

But how do you “plan for change” and still assure those around we are not just making stuff up as we go? Something I may or may not have been accused of in the past.

The authors suggest we build roadmaps instead of manuals. “In order to become more responsive and successful, organizations need to move away from plans that act as manuals and focus on building roadmaps and logic models. Rather than dictating specific actions, these approaches give people the tools they need to make quicker and better decisions on their own.”

A roadmap orients us to a common destination. It has suggested routes and highlights potential obstacles and points of interest along the way. A roadmap also paints a picture of a successful destination. But a roadmap gives flexibility in decision-making along the way and pushes that decision to the people closest to the action. Everyone has the option to follow the roadmap step-by-step, but those wanting to adjust and make the path work for them have that option. Essentially we are defaulting to a system that encourages differentiation and only falls back on rigidity as a last result.

Empowering our teams to make adjustments to a plan will help us as leaders focus on coaching our teams, painting a picture of success, and clearing obstacles along the path. This shift in focus from serving the plan to serving the people helps us use planning as an educative experience where we learn more about ourselves along the way. When reaching that destination then, rather than celebrating and giving credit to the plan, we honor our work and the thinking that took place among our team. The team is now stronger and ready for the next opportunity.

The authors paint a picture of successful planning as when…

  • There’s a greater sense of being alive
  • Teams and organizations have a clear and motivating purpose
  • Everyone is continuously evolving, improving, and aiming higher
Page 33 – The New School Rules

Where in your daily work has planning become a finite rather than infinite activity? Where has the plan itself become the focus rather than the people? Where can you give more agency to the performers of the plan and help guide them on a roadmap rather than script each move as in a manual?

As with most things, it’s about balance. At the end of the day, your teams need to arrive at the destination. Just remember that the arrival at the finish line or the completion of a plan is not the end of the work. It may be the end of that project or that school year, but we are playing an infinite game. And the goal of our infinite game is to keep playing and continuous improvement, not to win or lose.

Meeting a goal and sticking with a plan that destroys a team along the way is shortsighted. That approach may work when a singular outcome at a singular point in time is all that matters. That’s finite thinking. And finite thinking only serves us when we are ready to stop playing the game. I’m not ready to stop and I hope you are not either.

Thanks for joining me on this look at chapter 1 of The New School Rules. Next week we will think through chapter 2 together and examine a new way to look at teaming. Here is a quick quote as a teaser:

In the hierarchical model, good leaders aim to grant some degree of authority to their staff and teams, but this authority if typically contingent – it’s a grant and can be taken back at any moment. This dynamic erodes trust and doesn’t allow authority to spread.

Page 45 – The New School Rules

Enjoying what I have to say? Sign up for my email list below.

Processing…
Success! You're on the list.

Laying The Groundwork for The New School Rules

This is part 2 of my 7-part series focusing on, The New School Rules. If you missed part 1, check it out here. Before we start, please take a moment and sign up for my newsletter.

“The ideas we present here are based on the belief that static and rigid organizational systems no longer work – whether the organization is a huge corporation, a startup, a school district, or a school team, information is traveling too fast and the rate of change is quicker and more unpredictable than ever before.”

-The New School Rules

Before we jump into the main content of The New School Rules, let’s think about the ideas of responsiveness and holocracy. These two pillars of organization and management philosophy are key elements of the six practices we will dive into next week.

Let’s think on responsiveness first. How would you describe the current structures of your campus or department? Are those systems built to respond to current needs of students and teachers? Or are the systems and structures designed to create needs to which the students and teachers respond?

According to the authors, “A responsive organization, as we use the term, is one that puts responsiveness at its foundation-responsiveness to new information; to the needs and talents of staff, teachers, students, and the community; to unforeseen challenges and opportunities.” Essentially systems are created that allow for agility and flexibility. If a current process or practice is creating rigidity or hierarchies, then it is examined and likely dismantled.

“Responsive schools and districts embrace

  • an iterative and evolving approach to planning and structure,
  • meaningful autonomy for teams and team members,
  • approaches to sharing and receiving information and feedback that build trust and engagement and allow for timely and effective decision making.” -The New School Rules

Partnering with this idea of responsive organizations are elements of a management practice called Holocracy. Holocracy is an approach to people management that shifts a the majority of decision-making authority to individuals and teams rather than an organizational hierarchy of decision approvers.

Check out the video below for a deeper overview of the ideas around Holocracy.


My take on the six practices we will discuss in this series is that they are more dependent on the tenants of a responsive systems than the practice of Holocracy. And regarding either responsiveness or Holocracy, it’s as important to reflect on the ideas proposed by those ways of thinking as it is to actually change your org chart and job titles.

The key takeaway is that everything is always changing. Our systems and structures will either allow our people to benefit from and see beauty in that fluidity, or our systems and structures will hamper their growth. Either way, impermanence is a given.

So I’m excited to jump into the first rule: Planning – Plan for Change, Not Perfection. And there are three key points I will leave you with before we dissect chapter 1 next week:

From page 24, “There are several key lessons on iterative planning we can cull from their success:

  • Build roadmaps, not manuals.
  • Use cadences and pivot points, not just schedules and deadlines.
  • Encourage testing, experiments, and responsiveness

Processing…
Success! You're on the list.

Diving Into The New School Rules

The culture of our schools, organizational structures, and methods of communication and decision making – not educational approaches – are the actual drivers for success and failure.

– Anthony Kim

You ever notice when a book takes the thoughts from you mind you’ve been struggling to communicate and puts them out on the page in front of you?

As a senior in high school I stumbled upon a book in our campus library by George Sheehan called Running and Being. It took the way I felt about long distance running and helped me make sense of my own hormone-laden mind.

It’s only happened a handful of times since. The most recent was last month when I picked up The New School Rules: 6 Vital Practices for Thriving and Responsive Schools by Anthony Kim and Alexis Gonzales-Black.

I’ve read hundreds of books about leadership ideas, curriculum strategies, data analysis, motivation, and the like focusing on public K-12 education. Many have been exceptional and more than a few sparked immediate desire to action.

The New School Rules stands out though because the authors choose to focus on six practices related to organizational decisions that have little to do with teaching and learning. They don’t discuss assessments, curriculum, or feedback. There are no ideas shared around intervention or how to motivate teachers and students. Instead Kim and Gonzales-Black choose to focus on organizational practices they posit are either currently getting in the way of success or need to be implemented in order for schools and school systems to meet the needs of our students and team members.


Over the next seven weeks, I’m going to pull apart each of the 6 identified vital practices:

  1. Planning – how to find the right purpose and plan to achieve it
  2. Teaming – what makes teams function as powerful, effective groups that lead projects and change
  3. Managing Roles – new ways of thinking about who should do the work to unleash expertise, interest, and desire to learn
  4. Decision Making – the truth about who gets to decide and how a new model of decision making can speed up experimentation, change, and engagement
  5. Sharing Information – the nuance of putting out information and actual communication that leads to a powerful shared purpose
  6. The Learning Organization – coming full circle, the importance of school organizations that have a learning culture to model and test the learning culture we want and need for our students

In each post we will look at that particular domain and how we could incorporate the ideas into our daily work as leaders in creating the space for teaching and learning. And I think that very idea is why this book speaks to me. As Marc Lesser taught us in an earlier post, our job as leaders is to think, listen, and provide space. The New School Rules provides us ways of creating that space in a responsive way.

So each Monday morning starting Feb. 17th I’ll post an in-depth look at each chapter starting on the 17th with the introduction. I would love for you to pick up a copy and share thoughts in the comments each week or just share ideas based on what I write.

Want to get each post directly in your inbox? Sign up for my newsletter below:

Processing…
Success! You're on the list.

Thanks for the time.