Before I stepped into senior administration, one of my many mentors (Dr. Karla Leach) advised me to read Michael Hyatt’s Free to Focus: A Total Productivity System to Achieve More by Doing Less. It was some great advice -- as I had fallen into the cultural trap most young academics do (especially those who are Generation X/Millennial cuspers) -- working 24/7 (around the clock). The book spoke to me so well, that I have since read it three times - and have come to depend on the templates, practices, and advice. In essence, Michael Hyatt argues (and demonstrates) that true productivity, innovation, and creativity only happens when individuals (and society) prioritize boundaries (saying no to something is saying yes to something else). In Michael Hyatt’s Leader Books (a leadership book club), we read Ashley Whillans’ Time Smart: How to Reclaim Your Time & Live a Happier Life this month. And, like Hyatt, Whillans’ research reveals that far too often people are willing to sacrifice time. This, as both authors note, leads to more burn-out and less happiness. Throughout much of the book, Whilllans explores the phenomenon she labels as “time-poverty.” It's a societal trap - especially in America - where people value money more than time. She notes that the mindset that time is money is wrong, and that people really need to shift to money is time (5-7). She notes that once people find ways to avoid time traps, they can become time affluent - thereby leading much happier and productive lives. From here, she concludes Time Smart with information on how systemic change is needed, and ideas for how it can unfold. Individuals can start the process -- that will create the necessary changes for our institutions, organizations, and government. And, like Michael Hyatt, Whillans has interspersed worksheets and templates throughout the book to make her suggestions applicable to the individual. This book spoke to me in a number of ways - especially since as a senior administrator at Northland Pioneer College (NPC) I have spent the last 12 months or so coaching those who report directly to me on setting boundaries, taking time off, and investing in themselves more (so they can thereby give the best version of themselves to the institution). Indeed, many of the time traps identified by Whillans, are the issues we have discussed as a leadership team. Time Traps:
I know, I myself struggled with these for a long time. I hated saying “no” to meeting requests. I felt I had to be connected 24/7 to answer emails, slack messages, et cetera. I thought being “busy,” or serving on all the committees was the best way to show my supervisor I was invaluable to the institution. And, let me be clear - nobody (ever) set these as the expectations for me, except me. I felt that when my supervisor texted me at 3 am, I needed to respond. I wanted to be busy - and if I am being really honest I LOVE being busy. I do have an aversion to idleness. The problem becomes when you start to prioritize everyone else over yourself and your responsibilities, you start to lose sight of everything that matters and you start sacrificing your creativity and productivity. This is when you start to feel overwhelmed, unproductive, and burnt-out. For instance, during this period of my life (the period I like to call pre-Michael Hyatt) - my research and writing (two things I enjoy very much) were placed on the back burner. There were also many nights I worked through the evening instead of being present as a mom. (And, let’s not forget about the time I chose to attend a meeting instead of attending Ocean’s kindergarten graduation - a huge mommy failure moment.) Now, however, through works like Hyatt and Whillans, I am starting to see how to better balance my life without sacrificing my desire to serve and lead. Don’t get me wrong, this shift wasn’t/isn’t easy. But, I do believe it was/is essential - not only for me as a senior administrator, but also for those I lead (and I ultimately hope the trickle down will continue to those they lead). It’s the whole philosophy of leading by example or modeling best practices. Thus, I have worked hard in the last 6 months to set boundaries with my direct reports - sharing the hours that I am working, sharing my calendar with them (as well as my ideal week). I also map out my leave for the year and share it with them - a) scheduling it holds me accountable for using it (I used to lose a lot of leave) and b) setting the expectation that they all take leave as well. Removing email and slack from my phone so that I am not tempted to work after hours or on the weekends - yet letting everyone know my cell phone number in cases of emergencies - and encouraging them to do the same. As Whillans notes in Time Smart leaders set the expectations through their actions - whether intentional or not. Thus, if a leader is responding to emails while on vacation, those who report to said leader will believe they are expected to do the same. To avoid the time traps - Whillans has created a checklist:
It really is a mindset, as Whillans acknowledges. It took a long time for me to see this - but it truly is all within your control. And, once you figure out how to avoid the time traps, you become empowered with a new sense of energy. There’s a calming effect that occurs when you realize you can schedule time for your projects and planning rather than saying yes to every meeting (and making every meeting an urgent priority). Being intentional with your time is just as important as being intentional with your communication. If you are booked with back-to-back meetings - and constantly interrupted with the pings of email and Slack - then you spread yourself too thin (and are likely to overlook things or to be short with others.) As with everything -- we have lots of options and for every option we say yes to, we are saying no to something else. Time is a limited -- make it count. I am committed to trying! Are you? Five Time Affluence Habits - by Whillans
You will learn the most if you actively push yourself out of your comfort zone every once in a while” - Ashley Whillans
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My commitment and support for Guided Pathways has evolved during the last several years. While I was serving as a history faculty member and Department Facilitator (more commonly known as department chair) at Western Wyoming Community College (Western), the college wrote for a grant to participate in the Guided Pathways initiative. Seeing that Western was a small, rural community college with limited programs/offerings the College was unique in comparison with other applications, and as a result it became one of the initial participants. The roll out of Guided Pathways at Western, however was not smooth and provided the College (and the Guide Pathways institute) with several learning opportunities. For many (myself included) this program appeared to be “fad” designed to cut programs/faculty positions and/or to require more from student services. Needless to say, I was not initially a fan. In 2016-17, as I transitioned from faculty to administration at Western, my perspective of Guided Pathways shifted. This shift resulted from education. Upon assuming the role of Division Chair (more commonly referred to as a Dean or Associate Dean), I decided to enroll in a postdoctoral certificate program in Community College - Higher Education Leadership at the University of Wyoming. In this program, I read Thomas Bailey, et al.’s Redesigning America’s Community Colleges: A Clearer Path to Student Success. Through this work, and additional research, I discovered Guided Pathways was not about limiting options, but rather guiding students through college from the beginning to the end (and sometimes beyond). It really was about student success. The Guided Pathway initiative had options - options that I could not see upon the initial roll out (as I was clouded by fear and a commitment to the preservation of my field/program/position). With a better understanding of the purpose, options, and recommendations of Guided Pathways, and the fact I am a first generation college student, I now believe that this model has a lot of potential for community colleges. Community colleges have long touted the open-access narrative, yet an examination of their history reveals a very low success rate (less than 20% completion in two years; slightly more than 20% in three years). Through this new understanding, I have been able to start redirecting the conversation surrounding Guided Pathways, dispelling the myths associated with this model. The conversations become focused on removing barriers to student success through transparency, guidance, and partnership - rather than cutting programs, limiting options, and expecting more. Flipping the script - to embrace the opportunities to better serve students. In my current role, Vice President for Learning and Student Services, at Northland Pioneer College (NPC), I have become increasingly convinced that the Guided Pathways model is ideal for a) breaking down the traditional silos of higher education, b) redefining student success, and c) guiding students through the academy. While NPC has opted not to become an official (due paying) member of the Guided Pathways initiative, it has decided to implement many of the best practices of the model - i.e. streamlining recruiting/admissions, simplifying registration, mapping pathways, creating meta-majors. To do so, the College has created a faculty-led (co-chaired) shared governance committee responsible for breaking down the silos between learning and student services - the Student Success Alliance. This committee has membership from both learning and student services, and has subcommittees devoted to looking at specific processes with the goal of removing barriers and guiding students through the processes (students first perspective). They are doing some incredible work at NPC. While I do not officially serve on this committee (as we have a commitment to it being grassroots), I am committed to assisting the committee as needed/requested. For instance, I have connected our co-chairs to the resources and support services provided by the Arizona Center for Community College Success (a Guided Pathways center for Arizona community colleges). I also accompanied several members of the Student Success Alliance to a wonderful presentation by Rob Johnstone, founder and president of the National Center for Inquiry and Improvement. This presentation inspired several members of the Alliance, as it debunked the myths associated with Guided Pathways. It was the first time folks at NPC started to see the opportunities that the Guided Pathway model provided rather than the obstacles they perceived. (It really was an amazing experience!!) To really break it down, the Guided Pathways model is about embracing a couple truths:
Faculty and staff (i.e. Learning and Student Services) must start working together to better serve community college students. This requires a better understanding of student needs, wants, and desires, as well as the obstacles they face. It requires breaking down the silos within the academy (i.e. learning and student services) and the us vs. them mentality (faculty vs. administration). It requires abandoning the “that’s the way we’ve always done it mentality” in place of innovation and change. In 2016, community college president Daniel J. Phelan published a book that has shaped my philosophy on higher education in general, including the model of Guided Pathways - Unrelenting Change, Innovation, and Risk: Forging the Next Generation of Community Colleges (click this link to see a Book Talk with the author). In this work, Phelan acknowledges that education in the 21st century has to be about more than what occurs in the classroom, as students cannot focus on their lessons if they do not have food on their plates or childcare for their children. Thus, Guided Pathways is truly about serving our students better through collaboration, understanding, and innovation. Students first - always! We have only scratched the surface on how far we can evolve our efforts to serve and how significantly we can increase the results for our entire range of students.” - Rob Johnstone As a first generation college student, as well as a young, female higher education administrator, I have my own perspective regarding Diversity, Equity, and Inclusion in higher education. This perspective has been shaped by my experiences. I started college in the late 1990s, and was drawn to courses that focused on subjects of diversity - those in the social sciences, i.e. History, Sociology, Psychology, and Anthropology. Before I knew it, I was earning credits toward a History: Broad Area - Secondary Education degree. My intrigue was connected to learning about people - understanding and appreciating their differences. During the summer before my senior year, I had an incredible opportunity to study abroad at La Universidad de Guadalajara in Mexico. It was during this experience that I first truly understood what it meant to be a minority, as well as what it meant to be an American woman. There was nothing more humbling than this experience. The culmination of my undergraduate coursework, and my study abroad experience, ignited a commitment in me to providing educational opportunities to any and all. Upon the completion of my bachelor’s degree, I discovered I had a thirst for more knowledge - knowledge about issues surrounding diversity, equity, and inclusion. Thus, I enrolled in a master’s program in history to examine of how Germans remembered their darkest time in history, the Holocaust. I was searching to understand how a society could recover from such atrocities against humanity. This exploration opened my eyes to complex issues surrounding identity and memory (collective and selective). From here, I decided to continue my inquiry into identity and memory during my doctoral dissertation research, by researching American immigrant history to understand how identity and memory is constructed and transformed by individuals and societies over time. Throughout both research experiences, I was committed to the art of oral history (ethnography) - meaning I value immensely the art of active listening, questioning, and synthesizing. It is through these educational experiences that I have developed my definition and understanding of diversity, equity, and inclusion:
In terms of content, students in my history courses quickly learned that history is the interpretation of the past, in order to understand the present. Outside of teaching the introductory survey courses (US History to 1865, US History since 1865, World History to 1750 and World History since 1750), I often taught courses centered around issues of diversity, equity, and inclusion - such as North American Indian History, American Women’s History, and Holocaust History. In these courses, and others, I selected readings and assessments rooted in the principle of “seeing issues from multiple perspectives” (an institutional value at Western Wyoming Community College - WWCC). Some of my favorite selections include the following books:
Throughout my career, I have sought out opportunities to participate in DEI events, programming, and outreach. For instance, at WWCC I co-chaired the Cultural Events committee - a committee designed to sponsor cultural awareness events (like guest speakers and celebrations). I have also written several grants to bring programming to the colleges I serve, like the National Endowment for the Humanities Created Equal grant. I have had the amazing opportunity to also take students abroad on short-term, faculty-led study abroad programming to study European history (from Ireland, Italy, Germany, Poland, England, and France). These study abroad programs have without a doubt been some of the most rewarding educational experiences - walking with students through Auschwitz and Dachau or standing on the beaches of Normandy with students and World War II veterans are experiences that we (my students and I) will never forget. As a college administrator, my job has now shifted away from directly organizing these experiences for my students to assisting other faculty and staff in finding and offering these opportunities. My role is now one of paying it forward, by teaching faculty and staff how and why they should offer these opportunities or design their courses with the flexibility our students not only desire but also need . Several years ago, when I decided to embrace my path as an administrator, I did so because I began viewing administrators as educators - educators of faculty and staff. In this role, that of a college administrator, I have a responsibility to stay current with not only issues pertaining to DEI, but also methodologies and technologies that will allow our faculty and staff to maintain relevancy and accessibility to those we serve. It is all about education, and access to it. #payitforward “Not all of us can do great things. But we can do small things with great love.” - Mother Teresa Yesterday, in an Executive Team meeting a colleague made a suggestion about sharing tips and tricks for remote work during Convocation. (She was really suggesting we incorporate some best practices for avoiding Zoom Fatigue). It got me thinking, that would be a great blog post! We have all learned so much about remote work in 2020, and we have more to learn, I am sure. Prior to COVID-19, I had experience with remote teaching, as I had adopted the hyflex teaching model during my tenure at Western Wyoming Community College (long before I really knew what hyflex was). That said, I had never in my career been fully remote - for committee service, meetings, etc. The pivot, therefore, to a fully remote environment in March 2020 was a learning experience for me - especially being at a new college. As we approach the one-year mark on remote working, I think this is the perfect opportunity to share a few of the things I have learned. First, and foremost, when you are working at home you need to establish clear boundaries to protect your home and work spaces. For me, I created a workspace that I set up and clean up daily. This allows me to stay focused during the workday on work, but also in the evening to refocus on my family. In addition, I continued my habit of utilizing Michael Hyatt’s Full Focus Planner. Using this planner, I plan out each quarter, month, week, and day. For instance, every Friday I spend an hour or two mapping out the next week - creating daily and weekly goals (3 per day, and 3 per week). This helps me to stay focused on my priorities. When I was remote working with my kids at home (8 years old and 4 years old), I did the same for them. They each had their own work spaces in their rooms, and they had their own planners. We utilized our Alexas to set timers - timers to tell us when to take breaks or to pivot to the next task. It did not work perfectly everyday, but it did work well most days. It helped them stay on track, and it allowed me to stay focused on my daily goals and responsibilities. Now that they are back in school, it is without a doubt easier (but it is more isolating and lonely). Second, be strategic with your calendar. In working with my World Class Assistant - Anne Lang - we have established a routine. It consists of meetings on Mondays and Fridays - with alternating Tuesdays/Thursdays; and reserving 2 days a week for strategic planning and project implementation. We strive, as best we can, to keep Wednesdays, and alternating Tuesday/Thursdays open for application-based work. This allows for 3-4 hours chunks of focused productivity time twice per day, twice per week. On the meeting days, we work to “chunk” the meetings into 45-50 minute intervals - to allow for logging out/in, going to the bathroom, grabbing a bottle/glass of water, etc. We try, as best as possible, to avoid double-stacking meetings with no breaks. We have defaulted to 30 minute or 45 minute meetings to allow for the flexibility of scheduling. This requires a great deal of discipline -- but it seems to be working. Third, budget in time for communication (i.e. emails, Slack, phone). To really be productive in a remote environment you must be present in all meetings - not just physically, but mentally. Thus, I’ve turned off all notifications for communications (silenced the phone, muted Slack, and turned off email). Folks know if it is an emergency to text me - which does buzz on my wristwatch. Outside of that, I have committed to being fully engaged during my meeting times. This is only possible because a) I reserve 2-3 hours daily for this communication (once during my startup ritual, once in the mid-afternoon, and once during my shut down ritual) and b) because I’ve communicated it/established the expectation with my team. Turning off notifications, allows you to be more productive and present during the work day -- it’s the old quality vs. quantity philosophy, except with quality you improve productivity, so maybe not. Hmmm. Fourth, step away - be sure to schedule in real breaks to step away for 10-15 minutes, or a lunch. Working 8-10 hours on a computer screen without breaks is not only unhealthy for your mental energy, but also your physical well being. This may be doing a load of laundry in the morning, or taking a walk during your lunch hour. Remember, when you were in the office -- you made time to walk campus, grab a cup of coffee, or pick up the mail. These breaks were often short - no more than 5-10-15 minutes, but they got you moving. Don’t forget that you need energy - so get up and move. And, last but not least, be sure to establish startup and shutdown rituals - a concept I was introduced to by Michael Hyatt. When you are working from home, you need to get in the mindset of work and out of the mindset of work -- and setting up transition rituals makes this easier. Otherwise, you can fall into the dangerous pitfall of working 24/7 - and neglecting your other responsibilities (i.e. spouse, children, pet, health). My rituals consist of time for communication (email, slack, phone), calendar review, check-in with my reports, and daily reflection. Typically I spend one hour in the morning, and one hour in the evening - getting ready for or wrapping up the day. This has revolutionized my mindset -- especially since I shut down, close, and put away the computer. Again, my reports know to text me for emergencies -- but I try to take 2-3 hours nightly to be good to myself, my spouse, and my children. I am, without a doubt, a more energized and committed leader because of it. With that -- I wish you all a Happy New Year. Stay safe, stay healthy. And, remember - without self care, you cannot successfully care for others! #leadershipdevelopment #servantleader A goal is not about what you accomplish. It’s about what you become.” - Michael Hyatt For all my academic colleagues who cringe at the concept of academia as a business, please hang in there with me - as I review Michael Hyatt’s Entrepreneurs will Save the World and share a bit of my self-discovery that has unfolded in the last couple of years. I understand, and believe it or not, I used to be just like you - I absolutely cringed (and criticized) every time I heard someone refer to students as customers. It was like nails down a chalkboard. For those who have always understood the connections between higher education and entrepreneurialism, I think you will really enjoy Hyatt’s new book. Hyatt opens this work defining entrepreneurs, noting that “entrepreneurs identify problems, solve them, and thereby drive the changes necessary” for organizations to prosper. He continues, “an entrepreneur is someone who sees a problem and risks time, money, reputation, or some other asset to deliver a solution.” For Hyatt - entrepreneurialism is a mindset (not a title). They are looking, always, for opportunities to innovate and to maintain relevance. This concept of entrepreneurialism as a mindset (rather than a title) was the game-changer for me. I am starting, for the first time, to see how my upbringing, educational pathways, and career have all contributed to who I am today - a higher education administrator with an entrepreneurial spirit. And, most importantly - I’m proud to own all of it. I’m a first generation college graduate - the eldest child of entrepreneurs James and Deborah Sharbono. My parents were hard working individuals - self-made businesspeople who owned and operated automotive repair shops for much of my childhood. I have fond memories of going to All Transmissions and Automotive (and other shops) throughout my childhood. I remember the lows and highs (a shop fire, new locations, tow truck rides); I remember helping them with inventory and working the front desk. They taught me the value of hard work, team work, and innovation. Until recently, I used to think this chapter of my life ended when I decided to switch majors in college from Business to Education. But now, after reading Entrepreneurs will Save the World, I believe the experiences from my childhood (from my upbringing) have laid the foundation needed to make me an effective, efficient, and innovative higher education leader. I owe a lot to my parents! #gratitudeisattitude In keeping with Michael Hyatt’s concept of entrepreneurialism as a mindset, entrepreneurs stay focused on the opportunities rather than the obstacles. This is something I learned as a child - everytime I face an obstacle, I choose to flip the script and find the opportunity. Per Hyatt, entrepreneurs have eight traits that allow them to do this:
In essence, as Hyatt points out, entrepreneurs are change agents, who
Flipping the script, yet again, entrepreneurs tend to celebrate failure (or as Hyatt suggests utilize failure as feedback). It is not something to be feared, but something to learn from. Now, if you are still with me -- then you must see how you can replace the word entrepreneur with leader (faculty or administrator). In the 21st century, leaders (faculty, staff, and administrators) of higher education must embrace the entrepreneurial mindset. They must be committed to innovation, risk, and change. They cannot afford to be paralyzed by a crisis (like the pandemic). As Hyatt notes, “fear is contagious” but so is “hope.” It is the responsibility of higher education leaders to remain committed to change and innovation; growth and education. We must embrace the mission, vision, and values - in order to remain relevant to those we serve, and to provide stability and hope to the communities who depend on us. We must embrace the entrepreneurial mindset. I know I have -- and I now understand my entrepreneurial mindset is not at odds with my commitment to the academy. Rather, this mindset makes me a better academic administratrator, as I am embracing the original intention of higher education - i.e. the institutions that serve as the incubators of innovation (and change). If you want to secure yourself a copy of this book, use the link above. Let’s embrace our entrepreneurial mindset, and save the world! The surest way to fail … is to hesitate, to hold back, to procrastinate decisions, to leave your customers and your team hanging” - Michael Hyatt The last book we read in 2020, as part of Michael Hyatt’s Leader Books club, was Todd Henry’s The Motivation Code: Discover the Hidden Forces that Drive Your Best Work. The irony was not lost on me that the month before we read Benjamin Hardy’s Personality isn’t Permanent - a work criticizing the over-reliance on personality tests (similar to the concept behind The Motivation Code). Thus, as I read Hardy’s work I kept in mind that my results of this assessment are largely reflective of who I am today, not who I was yesterday or who I may be tomorrow. Per Henry, The Motivation Code is designed to give you insight into what motivates you - and those you serve (or lead). It, like the Clifton Strengths Finder assessment, is designed to provide you with opportunities to reflect and understand -- and for me it did just that. Henry defines one’s Motivation Code as the “unique, constant, unchanging behavioral drive that orients a person to achieve a distinct pattern of results.” He breaks down several myths about motivation, like
Unlike other assessments - personality assessments - the Motivation Code asks that you take some time reflecting on your “achievement stories” before you complete the assessment. In particular, the stories must be meaningful to you (and maybe you alone). I, for instance, picked three recent accomplishments (they were not the most profound or the most significant for me -- but they were meaningful and came to my mind).
From this, you will complete the free assessment at motivationcode.com/free. The assessment takes about 30 minutes -- and will generate your top 3 motivations. My top three motivations were in three different families:
My top three motivations were:
These results spoke to me, and without a doubt aligned with what I value and complimented my Strengthsfinder Results: 1. Learner, 2. Achiever, 3. Focus, 4. Responsibility, and 5. Analytical. Key Contributor: Be Unique -- Per Henry, those motivated to Be Unique “seek to distinguish [themselves] by displaying some talent, quality, or aspect that is distinctive and special.” They desire to highlight their uniqueness. They are
They thrive in
Visionary: Achieve Potential Per Henry, those motivated to Achieve Potential “identify and realize potential is a constant focus of [their] activities.” They find great potential in growth and development. In particular, they thrive off of creating meaningful relationships and developing those whom they lead. They are
They thrive in
Learner: Explore Per Henry, those motivated to Explore “are driven to explore what is unknown and perhaps mysterious to [them], pressing beyond the existing limits of their knowledge and/or experiences.” They love learning for the sake of learning - and are lifelong learners. They are
They thrive in
Without a doubt, this is me! I love what I do, and who I am! I pride myself on being a change agent in higher education. And, I am excited to share these results with my team next week. My administrative assistant -- Anne Lang -- has already completed the assessment, and I think she found it helpful - not only in reflecting on her own results, but also understanding me a bit more. We will see what others think next week! If you are interested in learning about your own motivations - feel free to take the free assessment. You don’t need the book to do so. But, if you really want to detail into the results, I would suggest grabbing yourself a copy of this book. It is available via Amazon and Audible. In addition to learning more details about the results, Henry also describes what he calls “the shadow side” of each motivation. These are the pitfalls or potentials for misunderstanding. I found this to be a very interesting read, and plan to dig more into the supplemental material this year. I’d be curious to know what your motivations are -- if you are willing, share them with me by commenting on this blog. It is not selfish to want to operate within your Motivation Code. In fact, it’s the least selfish thing you can do, because it means you will be more deeply engaged and create better value more consistently” - Tom Henry For the past few months, I have been slowly reading Wendy Wood’s Good Habits, Bad Habits. I stumbled upon this read via Michael Hyatt’s Leader Books. It was one of the readings this professional book club read before I enrolled. I decided to grab a copy, as the sub-title caught my eye -- The Science of Making Positive Changes that Stick. In my earlier posts, you will recall I have been working on forming new habits for myself (and those on my team) - i.e. setting boundaries, creating focused work time, and investing in rejuvenation time. So, I was hopeful that I would glean some additional insights into why folks form good or bad habits, and how they could change their habits. While I found the writing a tad dry, I was very much impressed with Dr. Wood’s insights and thorough examples. Her final chapter (or epilogue like inclusion), for instance, is very relevant for the 70-day challenge I currently have unfolding with my team at Northland Pioneer College (NPC) - “How to Stop Looking at Your Phone So Often.” The pull to be connected 24/7 is real, especially in higher education administration (although, I believe it is real for faculty as well - at least it was for me)! Those in higher education are often devoted to the concept of servant leadership - that is they are in the profession for service to others, and thereby committed to serve. This commitment to service often has faculty, staff, and administrators putting apps on their phone for means of communication (i.e. email, Slack, Canvas). These apps provide a convenience to check, and reply to questions/inquiries during down time throughout the day. However, this bad habit - encroaches on the boundaries between work and home - as we train ourselves to serve around the clock without much thought to our actions (i.e. setting bad expectations/practices for those we lead and serve). To end this addiction (or thoughtless actions), Wood recommends removing these apps from your phone (or at the very least turning off the notifications). Doing this adds friction, thereby forcing you to change your behavior (and establishing boundaries). I absolutely identified with this short chapter, as it is how I was able to say no to being constantly interrupted - during time I had set aside for writing reports or having dinner with my family. It was a simple action that has revolutionized my ability to serve, I would challenge you all to try it! Throughout Good Habits, Bad Habits Wood makes it clear that habits are things we do without much thought - they are like an unconscious action you engage in (like brushing your teeth, having breakfast, and driving to work). You often do not think about how you do these sort of activities, because you do them automatically. It is what Michael Hyatt describes as automation -- so really what you are doing by committing to a 70-day challenge for a behavior is you are automating an action. Ending a bad habit and creating a good habit, therefore requires a great deal of intentional thought and energy (especially in the initial few weeks). This summer - July 1 - I began a new exercise routine - after giving up on regular exercise for the last several years. (Indeed, my exercise routine largely ended, when I stepped into administration - I started prioritizing my job over my health). July was the hardest month. Getting up at 4:30/4:45 am -- instead of 6:00 am, was something I struggled with. By August, however, I was looking forward to my early morning time. I enjoyed sipping my coffee and reading for 45 minutes by myself, and then either going on a walk with my dog or riding my stationary bicycle for 60 minutes by myself. It was 2 plus hours daily that nobody needed me -- that I invested in myself. This allowed me to start each day with more energy than I have had in years. Unfortunately, I broke my foot in October -- and I quickly slipped back into my bad habits. After reading Wood’s book, I now have a better understanding of why it is so easy to slip back into bad habits, but I also know (from experience) that some intentional hard work for a few weeks will have much more benefits for me than the couple of hours of “sleep” that I convince myself I need by avoiding exercise. Thus, rather than making a New Years’ Resolution - since those fail; I am setting a new Good Habit Goal for 2021. Effective today, I am committed to reinvesting in my health - and my morning time. Returning to the practice of “early bird catches the worm.” I know this will not be easy. For instance, I will need to change the context of my evenings and mornings, so that I can return to the early morning me time. But, I also know that I did this - just 6 months ago - and I loved it. In a nutshell, Good Habits, Bad Habits - reveals that change is really within your power - your will power. If you are willing to change your environment, to add friction into your life - you can effectively alter your habits, personal and professional. If you are currently working on a habit change, and it is not working - that is because you have not properly invested in adding in friction or changing your context. Keep in mind the definition of insanity - doing the same thing, and expecting different results. So, try something new, and invest in that new, good habit. It has worked for me several times - i.e. reading 2-3 leadership books monthly, kicking my soda addiction, setting boundaries for email/slack messaging. It may not be easy, but it will be well worth the effort. If you want to learn more about how to do this, check out Wendy Wood’s Good Habits, Bad Habits. It is available in print or Audible! I enjoyed reading it, while listening to it (another habit I have recently formed to help invest in my growth and development as a leader). Bad habits then stop being impossible sinkholes in our lives and start being tractable challenges, ready to be faced and solved” - Wendy Wood |
AuthorDr. Jess Clark is a trained historian and higher education leader passionate about leveraging technology, including AI, to enhance learning experiences. A lifelong learner and servant leader, she empowers educators in the digital age. Through her blog, she shares expertise on educational leadership, curriculum development, and integrating technology in higher education, inspiring administrators and educators. Dr. Clark's commitment to embracing emerging technologies like AI reflects her belief in technology's transformative power in shaping the future of education. Archives
April 2024
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