December

The SECRET behind Writing Goals”

  November   

  Perceptions Are NOT Facts

October

September

August

July

     June

The concept of Total Behavior in Choice Theory®, states that all of us choose at least some component of our behavior.  Of the four components actions and thoughts provide the most arbitrary control.  Our feelings and physiology can only be accessed through our actions and thoughts.  Through using the word choice the implication is that if we choose some part of our unhappiness, we can just as easily choose something to relieve that unhappiness and move toward happiness.

While that is true, it is not as simple as saying, “I’m stressed, I think I’ll be unstressed. “ First our behavioral patterns (organized behaviors) must be overridden and then previously effective or new behaviors must replace our ineffective behaviors.  This is not an easy process and must be approached in a thoughtful manner.   We need to develop a plan that will help us move in the direction we want to go.

Setting the goal to feel better, relieve stress, etc. is the easier part of the change process.  The more difficult part is deciding on the ACTION STEPS to accomplish the goal.

The following are some questions to facilitate that process.

How do you recognize/experience the stress unhappiness, uncertainty, depression, etc.?

• Chest, back, neck or stomach tension

• Headaches

• Anxiety attacks

• _______________________________________

What strategy do you use to relieve that symptom?

• Exercise

• Meditation

• Change of routine

• ________________________________________

What do you need to do to work on the stress unhappiness, uncertainty, depression, etc.?

• Exercise 3 to 5 times a week for 30 minutes.

• Meditate for 15 minutes each day.

• Sign up for a class at the gym.

• Sign up for a class at a community center or college.

• _________________________________________

Thinking:  How are your perceiving/labeling the situation?

• It’s hopeless?

• It will never work out?

• I can’t do it?

• ________________________________________

What strategies can you use to alter that perception?

Think something different?

• What?

• How will you get your mind there?

Acting:  What are you doing to deal with the situation?

What strategies can you use to choose a different behavior?

      Do something different?

• What?

• How will you convince yourself to follow-through?

• What thoughts will you need to get you to do you something different?

     How will you know it is working?

This is, by no means, a complete list.  I do hope this can help you and/or others get started.

    May

The Cost of Educational Failure - Revisited                          

Written by: Bob Hoglund

Businesses and education are facing budget constraints for a number of reasons. The national and local economic recession, unnecessary spending, increased fuel costs, etc., are all given as reasons for the cutbacks.  W. Edwards Deming, a world leader in the area of quality, believed that up to 95% of all business problems are due to ineffective management of the system.

An aspect of education that gets lip-service, but little real attention or understanding from the reform movement, is that quality, in the long-run, does not cost more money. Granted, an initial expenditure for training or to correct ineffective practices may be necessary, but costs will ultimately drop when a true focus on quality is implemented. 

Emphasis on the student as a consumer, needing facilities, supplies and materials, is a must if real learning is to occur. Leaders must focus on providing these ingredients and providing the guidance, support and freedom for teachers to carry out their mission. Deming strongly believed that management must constantly improve the system of production and/or service.

I wrote the above paragraphs in 1990!

Deming's Perversity Principle states that when a business or service tries to increase productivity and cut costs by imposing restraints on a system, it will only succeed in increasing the costs elsewhere in the system.  Once again, this principle is being ignored affect all over the country, budget cuts are being implemented for education and other government services.

In a 1990 article that I wrote for the Journal of Reality Therapy entitled The Cost of Educational Mediocrity and Failure,  I cited statistics from Gonzales High School in the small, rural, agricultural community of Gonzales, California.

Data showed that, with a failure rate of close to 10%, student failure cost the District $128,000 in one semester. With a cost of $7100 per class; there were 581 F’s in the semester, which was the equivalent of 18 classes with a class size of 30. 

In 1990, The State of California, like many others, focused on managing for the short-term in order to cut a state budget deficit.  With budget cuts, Gonzales High School lost teachers, counselors and combined two separate roles into one Principal/Superintendent position.

With Gonzales’ failure rate of close to 10%, it was logical to project that failure would increase after spending cuts eliminated or decreased services, increased class size and limited access to the school library. All of these were, in fact, the result of the budget constraints.

In 2008, this same budget cutting process is being repeated in Florida, Arizona and many other states.  With more failure, more economic waste occurs. This doesn't include the possible implications of increased social programs that are necessary to serve those that are uneducated or unskilled.

If we look at current data, in a Florida District, the cost per pupil is approximately $6000.  Florida Statues have set class size limits which are used in the following calculations.  The enrollment figures are representative of an average between large and small school populations.  Table 1 shows the costs

                                       Table 1:  Enrollment, Per Class Costs and Total Costs

There is no need to identify specific schools to demonstrate the cost of failure in today’s dollars.  The calculations are based on a 10% failure rate at each level.

                                       Table 2:  Costs with 10% Failing

The cost of a product or service is not the original sales price or investment.  It is the cost of the product plus maintenance and repair.  When a student fails a class, especially a required class, they must take the same class over again.  Therefore, the District is paying a second time for the student to take the same class.

Dr. Deming said, “It is not enough to do your best.  You must first know what to do and then do your best.”  Ultimately failure is reduced by helping educators “know what to do”.   Consistent training and updating, based on the latest data and research, is the primary way to improve education.

Focusing only on test scores, minimal standards and failure does not address the true financial cost of continuing traditional management practices and systems. Furthermore, by discussing only monetary considerations, the cost to the individual students that fail and the resulting psychological impact has not been addressed.

Ultimately, quality management processes and tools produce fewer defects and lower costs. This same principle applies to our educational system.  If we can't afford to do it right, how can we afford to do it over?

© 2008 Robert G. Hoglund

    April

Do Rewards Always Accomplish What We Think They Do

You are a person that is rarely late for anything.  Punctuality is one of your core beliefs.  Your workplace of 50 to 100 employees has 3 or 4 people that are consistently late for work, meetings, etc.  Although you have always been trusted to be a professional and were not required to sign-in or punch a clock, your manager decides that EVERYONE must:

1. Sign in and out of work.

2. Sign in and out of meetings.

Additionally, the 3 or 4 are consistently late will receive $25 per week for being on time.

What are your thoughts about the policy?

While many will say that this is not a “real world” example; it is.

Several years ago, while speaking at a major international company’s manufacturing plant, a supervisor explained to me that he had a worker that needed extra incentives to be on time.

Is this something that you would support in your workplace?

1. What would you think about your colleagues getting up to $100 a month that is not available to you?

2. What do you think most people on the team think about this policy exception?

3. Will it impact how others perceive their job, their supervisor or commitment to the company?

This reward system is a normal occurrence in education.  The only difference is that the “reward” in most cases, is not cash.  .

In many of the education workshops I conduct, the issue of rewards comes up.  A specific example is part of our Choosing Excellence training in Lee County Florida. The first day includes a 30 to 40 minute presentation from Don Bryant, Principal of Tropic Isles Elementary.  Tropic Isles is an A+ school and the only school in the District that has had scores go up within all subgroups in math and reading and maintained Annual Yearly Progress.  During his presentation, Don mentions that they have basically eliminated rewards (external control) in the school.

When discussing rewards, many teachers say that they are “rewarded” with their paycheck every two weeks.  The confusion is the distinction between regular pay and merit pay.  Teachers receive their salary regardless of their performance.  They are not given “extra” for being on time, cooperating with their colleagues, and turning in their paperwork on time, etc.  Additionally, most teachers put in the hours necessary to be prepared for the learning objectives, instruction, assessments, etc.  While they are not externally “rewarded” for putting in the time, they create the intrinsic satisfaction of knowing they are doing a good job, which matches the Quality World Picture and satisfies the Basic Psychological Needs.

Tropic Isles Elementary, as well as many other schools, has found that rewards are not as necessary as widely believed.  When teachers tell me they would like to eliminate or reduce bribes and rewards, the conversation is usually close to:

Bob:  “Why did you start using rewards in the first place?” 

Teacher:  “That’s what I was taught (or told) to do.”

Bob:  “How many students in your room do you think really respond to the rewards?’

Teacher:  “Most of them, because they do their work and don’t cause trouble.”

Bob:  “Would they do the work and behave without the rewards?”

Teacher: “Yes, most of them would, but then the few others (not cooperating) would be getting special treatment.”

Bob:  “Has the reward significantly changed the students you are concerned about?”

Teacher:  “No.”

Bob:  “So you are telling me that it is not working with the ones you are concerned about and the others would work and behave most of the time anyway.  Is it worth your time, money and effort to continue using them?”

Teacher:  “No, probably not.”

Bob:  Would having some regular conferences with the student take any more time than you are spending now?”

Teacher:  No. Not really.”

***** 

My purpose in this month’s Thought, is to challenge some of the statements/beliefs that that I have heard from educators in the last six months.

1.    Students will not change without additional bribes and rewards.

a.    Students will change when they see academic success and have the belief that their success will continue.

b.    Students will improve behaviorally when they see that changing their behavior when it results better relationships and success.

2.    Consequences teach the appropriate behavior.

a.    Without a conference the teacher has no idea of what the problem is, how the child sees what is happening in the class,

b.    There is no evidence that the child knows how (or has a specific plan) to correct the behavior.

3.    Rewards should be used as soon as the student has shown a lack of progress, effort or concern for others.

4.    Class-wide rewards, we like to call them consequences, but the teacher picks the consequences based on their belief system, rarely

      promote teamwork or a healthy classroom atmosphere.

Bob Hoglund

March

PDSA:  Plan, Do, Study, Act

PDSA, formerly known as the Shewart Cycle or Deming Cycle, is another effective tool/process that can be used in a wide variety of situations.  Like SMART Goals, a PDSA requires that well-thought out action steps are in place.  PDSAs provide the framework for identifying problems, planning and deploying improvement strategies and, for predicting and analyzing results.

PLAN:             Plan ahead for change.  Analyze and predict the results.
DO:                 Execute the plan, taking small steps in controlled circumstances.
STUDY:          Check, study (analyze) the results.
ACT:               Take action to standardize or improve the process.

W. Edwards Deming taught that, “Rational behavior requires theory. Reactive behavior requires only reflex action.”   Yogi Berra is often quoted for saying, “If you don’t know where you’re going you might end up someplace else.”  From entirely different perspectives, they both say that unless goals are set and action steps implemented, results are “iffy” at best.

PDSAs also provide for the identification of what data will be collected and how it will be assessed. 

While PDSA sounds like a four step process, it is really a six-step process.

In business, PDSAs are used to improve processes and procedures in customer service, sales, marketing, shipping, etc.

In education, PDSAs are used to improve district, school or classroom processes and procedures or even to study classroom teaching/learning strategies.  Most students are capable of creating PDSA’s to achieve maximum learning growth.

Bob Hoglund 

Note:  The PDSA PowerPoint Slide was developed by Cindy McClung, Curriculum and Staff Development for The School District of Lee County (FL).  She is also a Faculty Member of the William Glasser Institute.

February

In his book Is America Falling Off the Flat Earth?, Norman Augustine provides statistics regarding America’s competitiveness in the workplace and in education.  Augustine’s credentials include his service as Chairman of The National Academies which consisted of The National Academy of Sciences, National Academy of Engineering, Institute of Medicine, and National Research Council.   Augustine writes:

Charles Darwin observed that, “It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change.”  That conclusion seems to apply to human organizations as well as biological organisms.  There can be no more dangerous place to be in than in first place: the one holding that exalted position becomes everyone’s target and, perhaps worse, is the recognized beneficiary of the status quo – and therefore reluctant to promote, or even accept, change.

[Bob]:  As long as we believe we are doing our best, without evaluating our processes, procedures and methods, we are bound to the status quo.   Additionally, the flaw of self-evaluation is, “If all we do is self-evaluate, how do we know what we don’t know?”  Do we have data to support and drive our decisions?  Once we analyze our position or identify the need to improve, we can use the Reality Therapy Process systemically.

1.  What is our goal? 

• What would you like to have happen? 

• How would you like things to be?

2.  What are our current policies, processes and procedures?

3.  How effective are the current policies, processes and procedures?

•  What is working?  To what degree?  How do you know?

•  What isn’t working?  To what degree?  How do you know?

4.  What is your Action Plan/Steps to help you get what you want?

•  What is the purpose?

•  What knowledge and skills are needed?

•  What is the motivation and buy-in ?

•  What resources are needed?

•  What are the responsibilities of each person/team involved?

•  What is/are the timeline / benchmark dates?

Augustine includes a story from the Tom Friedman book, The Earth Is Flat.  In Friedman’s work he takes a somewhat more critical perspective.  “Mathematics and science,”  Friedman notes, “are the keys to innovation and power in today’s world.”  Friedman goes on to say that America’s parents had better understand that the people who are eating their kids’ lunch in mathematics are not resting on their laurels.  Friedman describes a conversation with his own daughters that began, “Girls, when I was growing up my parents used to say to me, ‘Tom, finish your dinner.  People in China and India are starving!’  My advice to you is: ‘Girls, finish your homework.  People in China and India are starving…for your jobs.’”

[Bob] Homework is not the emphasis here.  It is designing programs that teach the knowledge and skills of competence.  As Dr. Deming stated, “It is not enough to do your best.  You must first know what to do and then do your best.”

Augustine, N. (2007) Is America Falling off the Flat Earth?  New York:  The national Academies Press.

January

How to Accomplish All Your Most Important Goals ... Without Fail

By Michael Masterson

Every January, I write down a set of goals. Some are financial. Some relate to my business. And some are personal. When I put my new list down on paper, I feel powerful and confident. Here are the things I will accomplish this year. Clean and simple. I imagine how I will feel when they are completed, and that feeling is good.

Start Today by Selecting Your Goals - the Rest Is Easy

Take out a sheet of paper. Title it "Life's Goals" (if you have no shame) or "Stuff to Do Before I Croak" (if you are afraid someone will see it).

Now make a list of everything you want to accomplish. Everything. Making a lot of money. Writing books. Traveling to Rome. Learning to tap dance. Write till you are done.

Next, you need to convert that list into long-term Life Goals. One of them, of course, will be to build wealth - not in order to accumulate money, but because of what that money can help you accomplish in terms that are more important. After all, financial independence gives you the ability to help other people, provide for your family, pursue your intellectual and artistic interests, and become an inspiration to members of your community.

Narrow your list down to four. Think in terms of a long-term wealth-building goal, a long-term health goal, a long-term personal-relationship goal, and a long-term personal growth and development goal.

These are your top priorities, your bottom-line objectives.

Of the four, pick one that is numero uno. On a separate sheet of paper - or perhaps on an index card - write down your four Life Goals with the top choice on top. Highlight that one.

The plan you are about to learn will pretty much guarantee that you will achieve all four of these objectives. It will definitely allow you to complete the first one. How good is that? Consider this: If you haven't done these things yet and you're over 30, there is an 80% chance that you won't accomplish them ... ever.

Unless you follow this program.

Okay. Here's what you need to do now. Convert those four goals into five-year mid-term objectives. For example, let's say that one of your Life Goals is to have a net worth of $10 million by the time you retire. And let's say you want to retire in 10 years. You might make "having a $5 million net worth" your five-year goal.

Now, use this five-year list to create a one-year list. To have a net worth of $5 million in five years, you will have to have a net worth of $1 million at the end of one year. Figure out what you have to do to - invest in real estate, start a new business, save more - to reach that one-year goal. Then move on to year two, year three, and so on.

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