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June 2002
Evaluation:
The ability to realistically self-evaluate is one of the greatest skills a person can possess. Toward the end of a 90-minute parenting workshop in Iowa, I was politely challenged by a father, sitting in the back of the auditorium. His question was, "I like what you are saying about self-evaluation. But, when my daughter leaves school and enters the work force, she will be (regularly) externally evaluated. How will she be prepared for work if she doesn't get external evaluations in school?"
My answer was:
"We will never do away with all external evaluation in school because students, like adults, don't always know what they don't know. Therefore, they cannot always self-evaluate without external standards and expectations.
And, it is my experience that the people who regularly self-evaluate get the best external evaluations. Why? Because they are consistently asking themselves, ' Am I doing a good/quality job on this?'
Bob Hoglund
May 2002
Seek Responsibility
Professionals seek responsibility. They understand that their career progress and personal development come from stretching themselves beyond their current roles and duties.
Professionals volunteer for new assignments. They seek out opportunities to learn new skills. They welcome additional roles and responsibilities that require them to grow.
Do:
Don't:
Jim Ball Professionalism for Everyone 2001 www.goalsinstitute.com
April 2002
If there is no �Time-Out� Room in your school... In schools that do not have a Time-Out Room, the recommendation is to use a �buddy teacher� system. This serves as the intermediate step before the student would be sent to the office. Whenever a student disrupts his/her own class beyond reason, s/he would be sent to the �buddy teacher�s� room. There s/he would sit quietly in a �Time-Out� area. If he/she continues to disrupt, refer the student to the office.
In most cases, when the student is sent to another class, s/he realizes s/he has �gone too far� and decides to settle down in order to return to his/her class. The receiving teacher is responsible only for providing space in his/her classroom. Unless otherwise agreed on, the receiving teacher is not expected to have a conference with the student the way a �Time-Out� teacher would. The teacher sending the student can write a note stating the time that the student can return to class or have the student return when s/he has written a plan.
It is best to use a �buddy� at a grade level equal to or higher than the grade the student is in. Telling upper grade children to go to the kindergarten room because they are acting like a kindergartner, will usually backfire in the long run.
From: Intervention Strategies (c) 2001, Bob Hoglund
March 2002
Employees Come First
From: Nuts: Southwest Airlines' Crazy Recipe for Personal Success Kevin & Jackie Freiberg 1996
February 2002
At a recent workshop, a teacher and his principal asked me for a recommendation for the following scenario. (This answer is more specific than the one I gave them, since I have had a few days to think about it)
The problem is with a small group of students that had been in the same classes for years. They rotated to different teachers and behaved the same in all classes (So it was not really a �teacher� problem). They were not working anywhere near their potential. They do not pay attention and then blame the teachers for not teaching them or for not telling them what their project assignments were, when they were due, etc.
I suggested that she and her faculty spend the remainder of the school years focusing on:
The approach would include, but certainly not limited to:
i. What would they learn? ii. What type of effort would they put forth? iii. What grades would they be getting?
definitions from the class meetings.
I suggested this because, if they can help the
students understand that the focus is in the student�s best interest, they may
be ready to learn by the next school year. The principal and teachers
realize that the students are not learning much by continuing the way things are
going.
If the emphasis is going to be on the Life Rules
and creating a Quality Classroom, the teachers and
principal must lead by example. The teachers�
could focus on any or all of these 10 suggestions:
to model prompt, competent work for the students. 5. Examples of �quality� work should be available in each class. 6. Students should be asked to evaluate their academic work and behavioral choices. 7. Continue to �participate� in dialogue with the students � look for their QW pictures and build from there. 8. Teachers continue to work with the students respectfully while holding out the expectation that the students will see value in doing some competent school work. 9. Teachers would support each other to keep up their enthusiasm for what they teach. 10 Teachers would hold on to the consequence that you don�t get grades for what you don�t do, but encourage the students to work and not seek any additional threats and punishments.
While none of these suggestions, in and of themselves, are guaranteed to increase work habits in our students, I believe that in combination they can have a moderate effect over time.
It is not realistic to expect that student�s that have been externally controlled, and figured out ways to minimize that control, would immediately begin to accept responsibility for their academic and behavioral choices. Likewise, teachers that have used external control for 10 years or more, have a difficult time adjusting and allowing the student�s to learn this different approach, without reverting to threats and/or punishment.
Good Luck!
bob
January 2002
Time Management: "Would like to do" tasks!
What about tasks that you'd like to do, but that don't qualify as "must dos"? Lucy's kids were both under three years old. She wouldn't put organizing the pantry or doing yoga on her "must do" list, but she would love to get to these things. For these tasks, we set up a "sudden opportunity" list, organized by how long each activity would take. When Lucy got an unex�pected window of free time, she'd pick some tasks of the right length and do them. If, by some miracle, both her children fell asleep during nap time, Lucy would turn on the VCR and work out to a yoga tape. When you're a crisis manager, your sudden opportunities can vary in length. You could find yourself with five free minutes or half an hour-or even a miraculous hour! You suddenly have time to yourself, but you spend half of the time figuring out what to d and end up frittering away the opportunity. Prepare yourself with a "sudden opportunity" list. This list should be divided into three categories of tasks. (If you've got a big project to do, break it up into smaller chunks before putting it o your list.) � Five minutes or less. Make a quick phone call, read an arti�cle, back up some files on your computer, write someone a birthday card. � Thirty minutes or less. Read a report, update your expense reports, cook dinner, clear out a file drawer, go for a walk. � One hour or less. Search the Internet, work out, do a load of laundry, work on your business plan, pay your bills. Anytime you think of something you need to do, ask yourself how much time you're going to need to do it. Then, when you get those sudden breaks, go to your five-minute, thirty-minute, or one hour list and pick a task. If you think you might get stuck with extra time before an ap�pointment, or waiting in line, plan ahead and carry work with you. Bring a tote of magazines or professional journals and a highlighter, or bring that novel you've been dying to read. Just be sure that if these unexpected windows don't happen often, you still might need to "catch up on reading� into your Time Map. Morgenstern, Julie Time Management from the Inside Out An Owl Book. 2000 p. 104-105
December 2001
John Wooden - Former UCLA Coaching Great.... ESPN: What other ways did you encourage team unity?
I also insisted that a player never score without
acknowledging somebody else. I tried to conduct myself in such a way that I wanted
my players to act. I think our youngsters, whether they be basketball players or
our children at home, need models more than they need critics. I wanted talking, but I never wanted any taunting. I see entirely too much of that today, and I think coaches can stop that if they wanted to. If I caught a player doing it, I certainly would not let it go unnoticed -- he'd hear from me. John Wooden's new book with Andrew Hill, "Be Quick -- But Don't Hurry," was released last month by Simon & Schuster.
November 2001
Pat Croce's 10 Commandments of Customer Service
Pat Croce is part-owner of the Philadelphia 76'ers and created Sports Physical Therapists (SPT).
1. Every customer gets a hello and goodbye. It's common courtesy. I love it when someone says hello to me. Goodbye requires a little more caring and compassion. If I make all the guards say good night to all the people that leave, they're more likely to come back.
2. Establish a friendly, first-name basis. I believe that a name is the sweetest sound to anyone's ear. And if you say thank you with it, that's all the better.
3. Listen, listen, listen. That is really one of the secrets of my success. I learned at an early age that opportunity sometimes knocks very softly, so you truly have to listen.
4. Communicate clearly. It's the back half of listen, listen, listen. You have to communicate so you don't leave any windows of miscommunication open.
5. Be neat, be clean and fit. Everyone likes an environment conducive to business. I don't care if it's bubble-gum on a seat or lying on a treatment table and there's rain-soaked stains on a drop ceiling. That kills me. We never had it.
6. Be prompt and professional. Tardiness is a lack of discipline. I don't think you should disrespect anyone's time. Carpe diem! But it's hard to seize the day if someone's messing with it.
7. Be positive. Life has a way of becoming a self-fulfilling prophecy. So think success. If you go at something as if you can't fail, many times you won't. Do you know how many people said I couldn't get the 76'ers?
8. Extend compliments. When you feel better about yourself and the world, you are more apt to give an encouraging word to someone.
9. Have fun. Most people don't, so it's a commandment. It's easy to get caught up in the drudgery of work. Try to make it fun. It's contagious.
10. Do it now. If you wait until tomorrow to use what you've learned today, you're two steps late.
Excerpt from Fortune Small Business November 2001. Full-text can be found in "I Feel Great and you will too! Pat Croce with Bill Lyon Simon and Schuster 2000.
October 2001
The Law of Navigation
Anyone Can Steer the Ship, But It Takes a Leader to Chart the Course
First rate navigators always have in mind that other people are depending on them and their ability to chart a good course.
Maxwell, John Laws of Leadership Nashville: Thomas Nelson Publishers, 1998
September 2001 In
every District and school I have ever consulted with, a consistent comment or
complaint is that there is no
relationship to the programs being implemented and Choice Theory �.
In almost al cases there is a direct correlation between the programs,
but no one has taken the time to explain how a program is related.
The Program Relationship Model illustrates that understanding Choice
Theory �, how and why people behave, is critical to successful program
implementation. As a leader, one
must show the benefits that will be derived from the programs. How
will it help them relate to each other or the learners?
(Belonging) How
will the program increase the competence/skill level? (Power) How
will the program provide options and flexibility?
(Freedom) How
will the program make the job more enjoyable?
(Fun) It is not the programs that are good or bad, but the implementation of the programs. Remember to look for the benefits and ask, �How can this/these program (s) help me be more efficient, effective or produce greater results?�
**Programs
are most effective when the adults and learners experience the benefits!!!!
Be sure to show/explain to the benefit to the learners! Change
is something that always has and always will happen! August 2001 To Be a Better Manager / Leader (Larry Winget)
1. People are everything. Act like it! 2. Study. There are probably more books written on this subject than any other. Buy them. Read them. 3. Be proactive. You set the pace. No one will be any better or worse than you are. As an example, be and do your best. 4. Have very high expectations. People will normally live up to or down to what you expect from them. 5. Become a great communicator. 6. Ask lots of questions. Then listen. 7. Let everyone know exactly what you expect from them. 8. Manage and lead from the workplace, not from your desk. 9. Be flexible. 10. Everyone is different. Treat them that way. 11. Teach people what you want them to know. 12. Don�t assume anything. 13. Say thank you more than you think you should. People want your appreciation more than about anything else. 14. Give constant feedback. 15. Never accept mediocrity. 16. Lavish praise privately and publicly. 17. Critique performance privately. Notice that says performance. That�s the only thing you have the right to critique. 18. Forget constructive criticism. Constructive means to build up and criticism means to tear down. It is impossible to do both at the same time. 19. Stop spending your time putting out fires. Instead: a. Teach people not to start fires. b. Teach then to put out their own fires. c. If this doesn�t work, get new people. 20. Measure two things: willingness and ability. Those without ability need training. Those without willingness need to work someplace else. 21. Have fun and help others have fun.
Excerpt from: Just Do This Stuff:
The Practical Application to Success.
Larry Winget
*Bob Hoglund favorites... July 2001 Manage Your Environment Create a goal-achievement environment I
recently interviewed the founder and president of one of the most successful
agencies within a large, successful financial ser- vices company. A millionaire
many times over, this man has a vibrant and growing business, and his team of
associates and business partners is superb by every standard. When I asked him what he attributed the success of his business to, he fired back: "I manage our environment." I
wasn't sure I had heard him correctly. "You manage your environment?"
I said.
"That's
right," he said. "My number one most important job is to manage the
environment our people work in." He
went on to explain how he creates a motivational climate that attracts and
cultivates "eagles," as he calls them-people who generate their own
ideas and make things happen by establishing and pursuing big goals day-in and
day-out. The
simplicity of this concept is so obvious that it may be overlooked. Many leaders
in companies overlook the importance of creating an environment where the habits
of setting and pursuing goals as a way of life become ingrained as part of the
DNA fabric of everyone throughout the organization. All too often individuals
come to work just to put in their time and go home. While this may seem like the
easy way out, it is not. One of the biggest reasons people leave
organizations is that they are not held accountable for results. Individuals
become disenchanted
when they don't know how they are doing and they don't think that they are
making a positive contribution. Without
goals, there is no accountability and there is no identifiable
contribution being made. People bond together, communicate better, and
help each other more when they understand why they are pursuing a common goal
together. The pursuit of common goals in a goal- achieving environment is the
engine that drove my entire career at Arthur Andersen. Everything we did at
Andersen was viewed as a project of one kind or another-and every project had a
goal, an action plan, and a team assigned to achieve the results. We ate,
slept, and talked about achieving our results daily. The goal-pursuing DNA
implanted into me at Arthur Andersen is one of the greatest benefits I obtained
from my career. The
absence of goals and a goal-pursuing environment is a great disservice to
employees. Leaders at all levels should take steps to create an environment
where associates are encouraged and held accountable for significant goals they
are pursuing.
Ball, James R. DNA Leadership through Goal-Driven Management Reston, VA: Goals Institute, 1997
June 2001 Make Decisions as if You Owned the Company Whether you're deciding the direction of a new ad campaign or the timing of a new product launch, make your choice from a company perspective. Examine the ramifications your business decisions may have outside your area of and ask yourself, "If I owned this company, what would I do? What would I want my employees to do?" Think beyond the scope of your responsibilities to the greater impact your actions may have. Bick, Julie All I Really Need To Know In Business I Learned at Microsoft New York: Simon & Schuster, Pocket Books, 1997. These tips were provided (at my request) by Steve Faculak, Assistant Principal of Carman-Ainsworth High school in Flint, MI. It comes from "Ten Commandments for Quality Teaching and Learning". Bob Hoglund 5. Never-never ask your students to do more than you are willing to do, and in fact demonstrate in the classroom every hour of every day. Ones work ethic must set an example of a "quality" knowledge base, and the skills necessary to deliver that knowledge to all skill level students. 6. Before you ever try to teach the subject matter in the curriculum; stand tall before your students and convince them of the important value of the skills you are teaching, as well as how their learning will contribute positively to their Quality World.
At a recent training session, a teacher was relating the story of a first grade student that "was all over the place". He was experiencing her as his third teacher ( a math specialist) to get used to, since his first teacher was on leave, he had a long-term substitute. The teachers would ask him if he felt bad because he had to work with so many different new teachers. This begins a process of teaching the student that he can be excused for inappropriate behavior. It will be easier for him to learn now that he will have many teachers and need to learn to relate to each of them. Be careful that you don't provide excuses for students' behavior! Bob Hoglund Self-Evaluation Self-evaluation is a powerful, yet often misunderstood, concept. Two primary purposes of self-evaluation are to provide the opportunity for one to evaluate against his/her own standards. This is best accomplished when the person doing the evaluation has already set a high expectation of performance. A second purpose is to communicate standards of acceptable work and reasonable behavior. This is best accomplished by using a combination of self-evaluation and a "respected" person's external evaluation. This combination allows both parties to compare information, discuss the similarities and differences in each person's performance assessment and to further align perceptions of what is expected. This applies in business, counseling and educational settings. Caution! A key factor in this process is to ensure that an honest performance assessment of this type is not used against the person. Bob Hoglund Always ask your questions with the student or
clients best interest at heart.
If you calmly help them... 1. determine what they are
doing right now
Bob Hoglund The 7 Deadly Habits of Relationships
Glasser, William M.D. Reality Therapy in Action 2000 Twelve suggestions/options for working with students that you are concerned about:
1.Talk with the student about
something other than problems.
This approach helps build solid relationships and, in many cases, can be the support that a student or client needs to continue to work on the plan. Bob Hoglund Maintaining Focus / Tips
Remember to consider:
Bob Hoglund Additional Tips for Difficult Situations
Bob Hoglund |
957 East Guadalupe Road #30 / Tempe, Arizona 85283-3041 / (480) 839-7855 / [email protected] / www.bobhoglund.com