Climate · Culture · growth mindset · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · Innovator's Mindset · leadership · Mandy Froehlich · professional development · reflections · relationships · Trust

Hierarchy of Needs for Innovation & Divergent Thinking: Mindset

This is the fourth post in the #hierarchyseries. The first post can be found here.

Hierarchy of Needs Infographic

As I’ve mentioned in previous posts, when moving between the different levels of the hierarchy, the higher up you go, the more personal of a journey the hierarchy becomes. Mindset is the section where this becomes the most obvious. The reason that mindset can be difficult to change is because although people can be offered information and research and support, it takes a person to change their own mindset. Nobody can do that for them. Therefore, it takes a person with the ability to be genuinely reflective and open to change to shift their mindset.

Most of us are familiar with Carol Dweck’s work on Growth Mindset and understanding that abilities can be developed and are not set at a certain level and cannot be changed. George Couros has developed the idea of the Innovator’s Mindset: based on the work of Carol Dweck, an Innovator’s Mindset is the belief that abilities, intelligence, and talents are developed leading to the creation of new and better ideas. Both of these mindsets work FOR learning. They provide a positive lens for looking at growth and change through development and learning.

A Fixed Mindset is believing that abilities are predetermined and cannot be changed. Again, we regularly address Fixed Mindset and how believing in predetermined abilities hinders learning if we don’t believe our students can improve no matter what we do. One area I don’t think that we pay enough attention to, however, is the idea of a False Growth Mindest, which in my mind, is the most dangerous mindset of all. A False Growth Mindset is when a person believes that they possess a Growth Mindset, but when it comes to change, is unwilling to move forward because they believe it won’t be effective. I relate it to having an addictive type behavior. It’s difficult to get better if you don’t recognize that you have the problem. If you believe that you have mastered the Growth Mindset but don’t actually put it into practice, you may find it difficult to move to a Growth Mindset because you believe you’re already there.

Note: A False Growth Mindset or even a Fixed Mindset is not the same as fundamentally disagreeing with an initiative or change based on data or solid evidence.

change-your-mindset-in-6-steps-6-638

So, if mindset change is a personal journey and must be done by the person necessitating the change, how can we support someone in this endeavor? Or, how can we go about changing our mindsets if we feel we are the ones who need the change?

Six Strategies for Changing Mindset

Continue to Learn

Recognize that we are all continuous learners. Read, be open to new information, collaborate with others, seek advice from experts. When helping someone else change their mindset, provide them with information, research, and opportunities for additional learning. 

Find a Mentor

Doesn’t matter how long you’ve been in education, there are people who are smarter and better at your job than you. Find them. Learn from them. I have multiple mentors depending on the realm I am working in. I have a mentor that supports me in my director role and one that supports me in my speaking role, for example. They each provide me with different kinds of support that I need to do my job better. If you’re trying to help someone else change their mindset, BE their mentor. Provide the modeling that they need to show them how awesome change can be with that type of mindset.

Create Goals

Studies show that people who write down specific, meaningful goals are more likely to reach them. We expect students to create goals and work toward them. Shouldn’t we do the same? Goals create the feeling that we should be accomplishing the task we set out to do. Incremental changes to meet goals allow us to “practice” thinking about change and growth as a positive opportunity until it becomes more of a second nature. 

Develop Core Beliefs & Find Your Voice

When you develop your core beliefs,  you have a foundation to bounce off every decision you make. When you don’t know what you stand for, it’s difficult to know if a change or new initiative is something you support or just another change for the sake of change. When you know what you believe, it gives you a platform for moving forward or moving others forward. Core beliefs support your voice. Develop that voice by blogging or participating in reflective journaling of some kind.

Know Your Weaknesses

I am confident in where I fall on the Growth or Innovator’s Mindset continuums. This is less because I think that I have a complete Growth Mindset or Innovator’s Mindset and more because I am reflective enough to know where my weaknesses are and be cognizant of how they affect my reactions. For example, I preach failing forward but my first reaction to my own failure is sometimes one of dissatisfaction and disgust. However, because I know this about myself, I am able to work through those feelings by using the information I know (we learn from failure, we can’t grow without it) and support myself with that type of thinking instead.

The absolutely most important step I took in my journey to change the way I think is to begin blogging. It has allowed me to develop the core beliefs that I use to guide my thinking and decisions. It is incredibly powerful to know what you stand for, and I developed them by the reflective thinking in my writing:

My Core Beliefs 

 

  • Is this what’s best for learners
  • We often ask people to do things that we don’t teach them how to do
  • We need to model the behaviors we want to see
  • Start with empathy
  • We need to take responsibility for our own learning
  • We are only as good as the people we surround ourselves with
  • Focus on the why

I believe that the most important tool we have to change mindset is reflection and focusing our energies on organizing our thoughts. If our thinking is scattered and chaotic, more energy will be necessary to focus in on change and growth. Developing the right mindset to move forward effectively will provide a base for moving forward when beginning to focus on Personalized Professional Development.

 

Climate · Culture · growth mindset · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · leadership · Mandy Froehlich · professional development · reflections · relationships · Trust

Hierarchy of Needs for Innovation & Divergent Thinking Series: Effective Leadership

This post is the third in the #HierarchySeries. You can find the first post here.

Hierarchy of Needs Infographic

The area of effective leadership encompasses everyone that influences the people around them. I do not hold the area of leadership for only administration. I’m a firm believer that teacher leaders have so much more influence than they ever give themselves credit for.

I was listening to my friend, Adam Welcome, speak about leadership a few weeks ago, and he said that you can take a great leader and put them on an ineffective team and they will be able to morph that team into effectiveness. The effectiveness of a leader or leaders in an organization can be so influential, so detrimental or beneficial depending, that a change in leadership can cause a tidal wave throughout the entire organization.

In the hierarchy, I’ve placed effective leadership above climate & culture because a positive climate and culture will continue to support an effective leader so they can move forward and create change. I believe that an effective leader put in the position of needing to fix a negative climate will be able to do that, but it will take away from their ability to move an organization forward immediately when they are forced to take time and energy away to fill the holes in the foundation. I also believe that an ineffective leader can be the catalyst for issues in a positive climate & culture.

I was reading a post by Peter Economy called the 10 Powerful Habits of Highly Effective Leaders, and this is what he listed:

  • Confident but not arrogant
  • A persuasive communicator
  • Sensitive & responsive to others
  • Determined
  • Supportive
  • Distinguished
  • Responsible
  • An optimist
  • Honest
  • Organized & together

I agree with all of these traits, but I also believe that educators need special skills to work in the industry we do, so I added these additional ones:

  • Empathetic and compassionateimages
  • Models behaviors
  • Can effectively move from student interaction to teacher interaction
  • Truly & authentically reflective
  • Recognizes themselves as a servant
  • Focuses on positive relationships
  • Recognizes trust as imperative
  • Understands perception is reality
  • Supports risk-taking & learning from failure

In the hierarchy, I added “transparent and relationship focused”. I believe that these two encompass many of the traits listed in the habits. It is difficult, if not impossible, to create authentic relationships and connections if a leader is not empathetic and compassionate, trustworthy, supportive, and sensitive to other’s needs. In an authentic connection, a teacher will never wonder if an attempt at a positive interaction was merely because the leader needed something from them. I truly believe that when there is an authentic, positive relationship between a leader and the people they serve, both sides will walk through fire to make certain that they have what they need to be successful.

An effective leader will also model what they want to see. As an administrator, if I ask you to coach other teachers, I will be working with them as well. If I ask you to expand your learning using Twitter, I am going to pull my profile up and show you how I use it. If I ask you to personalize learning, you will notice me personalizing your professional development. Modeling behaviors that we ask of others will show them that we find so much value in them that we are willing to take time to do them ourselves. It also eliminates the “do as I say, not as I do” perception, which can affect trust.

One of the biggest issues I’ve seen ineffective leadership is when the leaders do not have a true pulse on their organization. If there is a shaky trust between teachers and administration, and teachers may not give honest feedback. Therefore, the administration feels like everything is going well and it perpetuates whatever mistrust they have created. From the leadership side, whatever it is that they believe is not what is not in line with what is perceived by the rest of the district. From the teacher perspective, they don’t believe that they will make a difference anyway, and they choose not to put their positions in jeopardy. It is a Catch-22.

Leaders can become more effective by beginning to truly value the relationships with the people around them, whether we are speaking about the custodians, parents, students, teachers, paraprofessionals, or any of the other multitudes of support systems that we have in place in education. Also, becoming reflective enough to recognize if what they think about their leadership matches the perception of the people they serve.

Here are some questions to ponder:

Is your perception of your strengths and weaknesses everyone else’s reality?

How can you work with others to realize their leadership strengths? Weaknesses?

How is the leadership perceived overall in the district? Is there a way to improve this perception? How do you create buy-in amongst the leaders?

How do you really feel about risk-taking? Do you say you support it, but question others when they fail?

I believe the leadership of an organization is crucial to its success. The support that the leadership gives, regardless of if that is in an administrative capacity or not, will influence the mindset of the organization and the people in it. Because of the magnitude of difference the leadership can make, it’s imperative that effective leaders cultivate other leaders within their organization, and that ineffective leaders be given the support they need to grow and improve.

Read the next post in the #hierarchyseries here: Mindset

Climate · Culture · Hierarchy of Needs of Innovation & Divergent Thinking · innovation · leadership · Mandy Froehlich · reflections · relationships · Trust

Hierarchy of Needs for Innovation & Divergent Thinking: Climate & Culture

The idea of the Hierarchy of Needs for Innovation & Divergent Thinking came to me at a time when I was looking for a more concrete way to support teachers in becoming innovative thinkers. This is post two in the series. You can find the introduction here.

Hierarchy of Needs Infographic

When processing the hierarchy diagram, there are a few important points to remember:

The hierarchical structure is not about being linear but instead about there being foundational concepts that support the rest of the hierarchy. It is not gamified, you do not finish one level and move onto the rest. Instead, there may be places where the district, school, or person is strong, and then holes in other areas that need to be filled.

The hierarchy is not about answering the question, “How can I be more innovative?” nor does it represent innovative thinking and doing. The question the hierarchy is trying to answer is “How can we support an environment conducive to innovative thinking?” Each component is less of a level and more of a foundation to the following level to get to the environment that we want to provide for learners so that they have the best chance to choose-their-own-adventure…so they have the opportunity, the climate and culture, leadership support, mindset and the personalized professional development that they need in order to begin thinking innovatively. The process of innovating and ideating is messy, but the organizational support to give people the best chance at thinking this way definitely shouldn’t be.

While I developed the hierarchy for organizational change, it could definitely be applied to a classroom as well to give students the best chance at innovative thinking. Climate and culture, leadership (both teacher and student leadership), mindset, and personalized learning (versus personalized professional development) will lead to an environment that supports innovation.

The climate and culture of our district, building, and classroom is the foundation in which all of our other activities, thoughts, and daily interactions because it creates the relationship and feeling we have toward our professional environment. When we feel a connection to the rituals, traditions, people, and icons, it allows us to focus on our jobs instead of any negative outside influences.

There are many issues that can affect climate and culture: a lack of connection felt among educators, leaders skipping the “why” and moving right to the “how”, or maybe a history of opaque transparency and mixed messages in regards to district initiatives. But, if climate and culture is the foundation that supports the rest of the hierarchy, trust is the foundation of climate and culture and building and maintaining trust is imperative to supporting it.

If you don’t trust the people around you, there is a significant amount of energy expended on wonderings like this:

  • If I tell other people that my idea failed, will they think I’m an idiot?
    (You don’t trust the people around you to support you learning from failure)
  • I’d rather ask for forgiveness than permission, so I’ll just do it and hope I don’t need to say sorry later.
    (You don’t trust your leadership to be supportive of new ideas)
  • I am overwhelmed and need help, but I can’t ask for it because people will think I’m incompetent.
    (You don’t trust people to be empathetic and support you when you ask)

When people don’t feel like they can trust the people around them to be supportive and make them feel safe, it breeds overall negative feelings. That negativity can eventually seep into other cracks in the climate and culture foundation. Unfortunately, the only way to combat distrust is to either never break the trust bond to begin with or to build it back up after it’s been broken. I’ve spoken with leaders who have clear trust issues with their staff, and they’re always disappointed when they feel like they’re trying but it’s not working. Trust is not an overnight fix. When trust is broken, it takes a significant amount of effort and time to bring it back. Another issue with rebuilding trust is that it’s the perception and acceptance of the trusting relationship on the part of the person whose trust has been broken that matters, not the person who broke the trust. In other words, if a leader has broken trust with a teacher, it is up to the teacher to decide when enough has been done to restore the trust, not the leader.

To build trust, one must do what they say they’re going to do, be consistent and fair, have policies and procedures that are followed the same for everyone, and place a high value on the feelings, attitudes, and actions of the people around them. This needs to be done purposefully and with legitimate concern over improving trust. If it’s faked, everyone will know. 

An example of a common scenario that has the potential to create broken trust: A teacher has decided to take a risk and try a new technology in his classroom with kids. It doesn’t go as well as he would have hoped, but he considers tweaking what he did and try again the next day. The school administrator, who regularly discusses risk-taking and how to be more innovative, comes in, witnesses the failure, and advises the teacher that they shouldn’t try that again because it “clearly didn’t work”, types up some notes, and leaves. In this case, the administrator has taken the chance that they have broken trust. They said one thing (risk-taking is encouraged to be innovative) but did another (sent a message of “you failed at that, don’t do it again”). The administrator has shown that while they might support the idea of risk-taking, ACTUAL risk-taking and failing is not acceptable. Result: possible broken trust.

Another issue that can affect climate and culture is the prevalence of teachers who are disengaged from their profession. We often speak about teachers who are disengaged from professional development, but don’t know what to do with the teachers who have become apathetic towards teaching. We often say they’re “checked out”, ready for retirement, should get out of teaching, etc. I’ve found more often than not, these teachers were not always like that, but have become this way due to not feeling supported or trust that was broken somewhere along the line. At some point, they gave up trying. For teachers who are still engaged in what they are doing, these people can bring a negativity to otherwise pleasant interactions that ruin any positive climate or culture that could develop. Leaders often give up on these people, feeling like no amount of coaching or professional development is going to change how they are. I feel, however, that they don’t need “fixing”. What we can do for them is remind them why they became teachers in the first place. Allow them room to find and follow their passions in teaching, and then give them the support they need. Reignite them. They were a teacher superhero at one point, too. They deserve that attention. 

Climate and culture drive the decisions we make and how much buy-in we will receive. They determine how we feel about our jobs, how we talk about our schools and kids, and how supported we are in our journey to become the innovators that we know we want to be. It can be the most time-consuming and difficult of the levels to fix because it involves a unified effort by all to solve issues and improve. It is also incredibly rewarding to work in an environment where everyone feels connected, supported, and joined in the mission to do the best job we can for our students, and is definitely worth the effort. This kind of positive climate and culture is one of the first steps in developing an environment ripe for innovation and divergent thinking.

You can find the third post in the #hierarchyseries on Effective Leadership here.

Genius Bar · innovation · Mandy Froehlich · my classroom · PLN · reflections · relationships · Social Media · Trust

The Creation of a Genius Bar: How our student led tech teams have formed

Although our district has been 1:1 for about eight years, this is the first year we have implemented a student led helpdesk. I’m not going to lie, at first I was dreading it, not because I didn’t believe in the idea or think it would be fantastic for students, but because I didn’t even know where to start or how to manage it. There are logistics to the helpdesk when it’s been led by students that are difficult to anticipate. I didn’t know what they were going to do all day. I didn’t know how they would interact with our tech department. I didn’t even know how we were going to take attendance since their assigned teacher wasn’t in the same spot as the physical helpdesk. It has been a project that has taken me a year to put together with researching other helpdesks, and calling up my teacher instincts and going with them. I’m proud with what we have put together so far, but as with every major implementation, will need to continue to adjust throughout the year.

Where did you go to research?

As per usual, I used my professional learning network to really connect and see what other people were doing. I had gotten some amazing information from the Director of Technology for the Leyden School District, Bryan Weinert. Their TSI system is a nationally recognized student led tech support program with pathways that the students choose and follow to support the skills that they want to focus on. As part of the program, Leyden pays for the students to get the certifications. Thanks to Bryan, I was able to get invaluable information on how they started their program and continue to make it a successful way for students to be involved in the technology department for both students and the district.

I also loved this article by Jennifer Scheffer. I have borrowed many ideas of how they run their Genius Bar (as ours is called as well) and have implemented them. Basically, our Genius Bar is a combination of information from this article and the resources and information I received from Bryan.

How did you recruit kids?

Our Genius Bar is a class that is available every hour throughout the day. In our first semester, we have 16 kids who have taken the course. Realistically, some kids have taken it because they needed something to fill an hour in their schedule. Some have taken it because they wanted to try something different and had an interest in technology. Some are a part of the program because they had formed a relationship with our department and were excited to be a part of the Genius Bar. The most important thing we did was explain to teachers and the guidance counselors that the Genius Bar kids did NOT need to know a lot about technology. When I first told them this, they looked at me like I had lost my mind (a look that I feel I get a lot), but here’s my reasoning: if they have an interest but don’t think they know enough to be a part of the program, how are they ever going to learn if it’s something they really want to do or not? I made sure I erased “tech-savvy” out of our vocabulary. Might this change as the program becomes more popular? I have no idea, but I sure hope not. I want anyone to feel comfortable at any level coming to the Genius Bar, knowing they’re going to learn, not that they are only going to employ the skills they already have. This has hands-down been my best decision.

george

When talking to one of the girls that now works the Genius Bar, she told me she doesn’t really know anything about technology and that she is not tech-savvy. The next day she was so insanely excited when we told her to YouTube how to change a Chromebook screen and handed her a broken one, and she did it on her first try (with the support of one of our tech services ladies). To me, THAT is the function of the Genius Bar. We want to open kids up to the possibility that technology might be an area they want to look at, and when we tell them they need to be tech savvy, we automatically exclude the population of kids that have an interest but don’t consider themselves to know a lot about tech.

What do they do all day?

The Genius Bar assistants are the the first line of defense for technology that faculty and other students are having difficulty with whether it’s that it is actually broken or just isn’t working right. They troubleshoot and have forms to fill out to document issues so we can see patterns in the data. They must answer help request emails and tickets assigned to them. Beyond the technical aspects of the Genius Bar, they are also responsible for researching new tech learning tools and working with students and teachers to use them. Aside from their actual desk functions, they work on these things:

Canvas LMS Course: Our students have a course that they complete in Canvas that is a work in progress. They have access to the logistical parts of the course, video explanations with how to use the forms and what their expectations are. We use discussion boards to collaborate on projects as a team since the kids are scattered across seven class periods. There are also learning modules and assignments on concepts like customer service and creating a positive digital footprint.

Blog: We have a helpdesk manager, which is a student that is a paid internship. This year, it is a student named Brock (an absolutely amazing person) who spent some of his free time last year helping me brainstorm and develop the Genius Bar, and he is in charge of various projects, and has both designed and will maintain and schedule blog posts that focus on technology integration for both students and faculty. Genius Bar students will be expected to contribute to the blog on a regular basis.

20% Time Project: Students will be creating goals based on what area of technology they would like to know more about. There are multiple ways they could design this project, but if the project requires the knowledge base of a certification to support that goal, the technology department will support them by paying for the certification. Project goals are monitored by myself and the assigned teacher, and the students will meet with us on a regular basis to update us on their progress and let us know if they need support in any way. Their 20% time project will also be documented in a portfolio on EduBlogs that they will be able to take with them when they graduate.

Additional projects: The Genius Bar assistants are also in charge of additional projects that might come up as needed. For example, currently we found that third through fifth grade kiddos are not handling their Chromebooks with as much care as we would like. As our Kinder through second graders’ touchscreen Chromebooks are coming in soon, we are anticipating a similar issue. The Genius Bar kids have been asked to create videos for each level demonstrating the proper use of the devices. So far, they have been brainstorming if they would like to create cartoons or use the green screen, but they are in charge of producing the videos.

The students always have a multitude of things to be working on. They will need to manage their time wisely, stay focused and organized. They also will need to collaborate with each other and our tech services department, as well as students and teachers that they may not know or necessarily have. They are treated as they an extension of our department. We have placed immediate trust in every student that works behind the desk, no matter what. Another decision that I think is imperative to the success of the students, and ultimately the Genius Bar.

Moreover, as a director, I have been more removed from the classroom than any other position I’ve had in education. My focus has become the adults, and I do enjoy this because I know that I can affect student learning by supporting their amazing teachers. However, an unexpected side-effect from working with the kids from the Genius Bar has been remembering how incredible it is to work directly with students again. One day, I was sitting in my office, and I could hear them laughing while they worked. I literally stopped what I was doing and just listened. Working with the Genius Bar students has kept me focused on why I do what I do. I might be supporting their learning, and I hope that I have awakened or support a love for technology in the students like I have, but they are reminding me every day why I keep going when things get difficult, and why I love being in this profession so much. They do so much more for me on a daily basis than I could ever do for them.

 

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Climate · Culture · leadership · Mandy Froehlich · professional development · reflections · Trust

In Pursuit of Change

I am in my sixth district in 12 years. There have been various reasons as to why I’ve left my positions over the years. I’ve been laid off due to budget cuts and limited-term contracts. I’ve left due to changing position types and my determination to get to the job I currently hold. While some people have told me that I’m flat out crazy for moving districts so often (although some of the moves were not intentional), I have learned a great deal from being in so many different places and working for and with various people of differing strengths and abilities. I’ve been given a fairly accurate radar of what is “normal” for a district and what is specific to that environment.

We have a ton of new teachers in our district this year. Overall, at least in Wisconsin, there is a major teacher and administrator shortage, and people are bailing from districts because they feel the grass is greener somewhere else. In some cases, this might be true, but in my experience, every district has it’s own set of special challenges. The question I always have about leaving a district is: how do you know the line between when your job is to create change in a difficult situation and that of your beliefs about education being so fundamentally different from others that it’s time to go?

One of the things I’ve realized over the last few years is that my passion for education includes a strong desire to create change. Systemic change. The kind of change that shifts an entire mindset and experience. I’ve also realized that people like me, and I’ve come to know so many amazing change agents over the last few years, are often seen as boat rockers. We are the ones to push the envelope, challenge others when we feel like what is being done isn’t best for students, hold fast to our fundamental beliefs about learning and relationships. Some people around us don’t like that, and it takes a change agent with a secure confidence in their beliefs to hold fast when other people feel threatened because you’re rocking their boat so hard it might sink. It’s a delicate balance which includes playing the political game of education, being savvy enough to pick your battles, and being able to recognize when change is necessary and when you’re just pushing for change for change sake.

Nobody can argue with the fact that change is hard, especially when you’re looking at systemic changes like wide-spread innovative teaching and learning or greater opportunities for student empowerment. If you’re looking at changes that take time, like a lack of trust or a toxic climate & culture, change can be especially daunting, especially if the people who need the most change don’t recognize that they do. The more of these kinds of people in a district, the more you might question whether your beliefs in education might be so fundamentally different from others that you can’t function to your full capacity in that environment. And there might be times when this is true, but more often than not I wholeheartedly believe that great change takes perseverance, and people who have the tenacity to create change rarely have an easy time doing it, nor do they typically see the fruits of their labors.

change

Being an agent for change is more about recognizing the small wins in failure than it is about winning the battle. It’s not about seeing quick results or even being liked by everyone all the time. It’s about patience and determination and grit and sustaining your beliefs when everyone else tells you they only sound good in theory. It’s about seeing the big picture while searching for little, quick wins that will move the system forward toward the change you want to see. And when you most disagree with the people around you, it’s about recognizing that if everyone were like you, we wouldn’t need change agents.

Recently, I had the experience of realizing that a change being implemented for teachers was a result of all of my incessant preaching about empowering all learners and modeling opportunities for personalized professional development for teachers. I’m not going to lie…this realization came at a difficult time when professionally there had been several frustrations thrown at me at once and I was beginning to second-guess whether some of my core beliefs were really just pipe dreams. I had even used the analogy to a friend of mine that I felt like I was taking one step forward and two steps back, and behind me was a cliff. If I kept going, I’d just fall off. It had been a small win in the grand scheme of changes I’d like to see, but it was a win nonetheless at a time when I needed to see that I was making any difference at all. At a time when I was walking that line, this small change reminded me that my tendency to be relentless in my pursuits was given to me for a good reason.

There will always be appropriate times when a change is needed for yourself and your own professional goals or sanity, and one day that time will come for me as well. Maybe I’ll have made the changes I want to see and it’s time to move on, maybe another opportunity will present itself where I feel like I could affect learning for a greater population, or maybe I’ll be toeing the line and for whatever reason I no longer have the opportunity to create the changes I think are necessary to improve student learning. For now, I’m going to take my small, quick win, and get back to work.

 

 

Climate · Culture · leadership · Mandy Froehlich · reflections · relationships · Trust

The Breakdown of Trust

Trust should be the concrete foundation of a relationship, and yet it can also be the reason that the relationship ends or is in constant question. When I talk to employees about why they are unhappy, trust for leaders is often recounted as one of the main reasons that they feel unsupported. There are so many ways that trust can be broken besides the typical flat out untruth, and sometimes I think it can happen without us really even realizing it until it’s too late. I do know that trust is imperative for a supportive culture and positive, collaborative climate.

I don’t trust you to keep me informed

I’ve often found that a lack of transparency can lead to feelings of distrust. When people feel that there is more information needed to make a decision, or to know the “why” behind a decision, they tend to feel like it’s possible that the information was intentionally hidden. This can be made worse if a decision was made that fails and subsequent data or information is released that doesn’t support the original decision. When details are missing, people wonder why, and trust in the people making decisions can be shaky. Withholding important information will often be seen as the same level as a blatant lie because both are done with intentionality.

I don’t trust you to try your hardest

In having a conversation with my friend Rodney Turner one day, he told me “You can’t place your own expectations on people and then get disappointed when they don’t live up to them. Your expectations are yours alone.” I found that when I had high expectations for someone and they didn’t rise to meet them, that I would begin to feel like I couldn’t trust that they were doing everything they could to create a successful situation. I would begin to not trust that they would ever do it, and therefore not trust the person. Knowing this has made me more cognizant of the expectations I have for people and if they are reasonable. Also, reflecting on if they would be general expectations or if I have made them higher because of who they are or their relationship to me, and also if I would place the same expectations on myself if I were in that situation. I try to be aware, however, that just because I deem them as reasonable and appropriate, still doesn’t necessarily make my expectations right.

I don’t trust you to be consistent 

Along with expectations, I have written this post about creating trust by being as close to your real self as possible all the time. When we meet people, work with them, begin to trust and know them, we begin to pick out certain aspects of their personality that are constant. When those traits unexpectedly change or a decision is made that doesn’t jive with previous decisions, we start to mistrust not only the person but question their reliability. I, personally, really struggle with people who have unreliable personalities as far as I never know what I’m going to get when I talk to them from day to day. The more constant and reliable someone is, the more likely we are to trust them because we know what to expect all the time. The problem is when they waiver from that reassuring consistency. The more consistent their personality, the more an off decision or act will give the feeling of whiplash. On the flip side, someone who’s only consistency is being inconsistent may never have the trust that is needed because people don’t ever know what to expect from them.

I don’t trust you to do what you say you will

Follow through might be one of the most important aspects of trust, especially if trust has been broken at some point. When people know that you’ll stand behind your word, they are more likely to trust that whatever needs to get done will get done. Also, the quality of follow through matters. If a task is accomplished only half-way or with little effort, trust will begin to waiver as people will wonder why it couldn’t have been done right in the first place.

I don’t trust you to tell me to do something you really believe in

People often place a high amount of value on what they choose to spend their time on. Therefore, when they’re asked to spend their time on an idea or implementation, they generally want to know the reasons behind that, and rightfully so. The problem comes in when they are asked to do something that is not being modeled for them, which brings on the question, “why is it important for me to spend my time on it, but not that person?” making people leery of the person assigning the task. When this is done repeatedly, it can lead to mistrust. (This is, of course, assuming that the task is not just part of that person’s role.)

When distrust has been part of a culture, it takes a great deal of time to get back. I know for me, when I have broken someone’s trust, it has taken effort, time & consistency to get it back. Because trust is one of the foundational tenets of any relationship, not having it can be detrimental to both the relationship and the positive climate & supportive culture we dream of building. We often discuss teachers not trusting administrators, but I’ve seen it the other way around as well. Generally, I’ve found that when administration doesn’t trust teachers, they insert compliance measures (sometimes label it as accountability), which starts the vicious cycle of the teachers then feeling not trusted, and subsequently not trusting administration to be supportive. But trust needs to go both ways, and not only do we need to work to cultivate it, but we need to also be trustworthy and reliable to sustain it.

simon