Thursday, October 13, 2016
Reflective Prompt: Interpersonal Skills of Supervision (Johari Window)
Think of a current or former colleague or supervisor who has had or now has difficulty working with others or achieving professional goals because of a particular aspect of the colleague's blind self. How would you describe your colleague's "blind spot"? What are the negative effects of this? How can awareness of this inform your leadership practices?
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I had a visionary principal for about two years when I was an instructional coach. He believed in the kids and in reform (which the staff was behind too) but he couldn't see how his demeanor (dry sense of humor, sarcasm) was off-putting to so many staff members. He used to interrupt people all the time too, which didn't help. His blind spot was that his demeanor presumed a familiarity and strength of rapport that he had not yet built in his relationships with staff. Unfortunately, it meant that rather than being able to mobilize the staff to action, he spent most of his time trying to soothe miscommunications or misinterpretations of what he had intended. I think this informs my practice by remember to build relationships by listening and attending to the body language of others (to know when I've set someone off). I am also thinking that during my internship it might be useful to have someone video tape me so I can look for my blind-self, or talk with colleagues to help me identify it.
ReplyDelete- Katie
I had a supervisor once who often spoke about the importance of communication and building trust and strong relationships. I can remember one staff meeting we, as a staff, were discussing strategies to build relationships and trust with students. Among many other ideas, he brought up how imperative it was to make the student feel like they mattered by ensuring that when we were working with an individual student that they were our priority and we were not distracted by other things going on. I can remember thinking his statement was ironic, because his blind spot was his lack of focus with his employees -especially in one-to-one conversations. For example, several times I had met with him to discuss some issues that had come up with either a student, parent or system in the building and throughout our meetings he would check his phone or e-mail. He never seemed to recognize how disconcerting this was and how it made me feel like what I was needing to talk about was not really that important. Having had this experience has helped to inform my practice by recognizing how important it will be for me to listen to staff (and students) fully and put away/ignore any potential distractions. This will help to ensure that those who depend on me will see that I am invested in them and that what they think and feel is important which will help to build strong, and trusting, relationships.
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ReplyDeleteIn a previous life, in a previous field, I was employed by a business whose owner did not feel like it needed to adjust its business model when it changed regions. He felt that the business model had succeeded in one area so it would succeed in another area, too. Despite the change in demographics, regional needs, and employee personalities. When I interviewed for a promotion, I suggested that I might adjust the model a bit to better fit the regional needs. Needless to say, I did not get the position. The company was out of business within a year. In other words, different needs means different approaches. A cookie-cutter approach will never work.
ReplyDeleteThat is correct Cassie. Society changes all the time and so approaches need to change constantly.
DeleteI had a supervisor -in a previous life - who's blind spot kept her from learning new perspectives from co-workers. Her demeaning comments (sarcastic) were the not building strong relationships, trust and establishing a culture for learning. Her approach was obviously not working. I learned to stay away from those conversations and feeding into her blind spot. I wish i would have known want I know now so I could offer or suggest instructional coaching for leaders. I am glad we are learning about the Johari Window. As an intern, I am learning that we (leaders) need to find a balance to maintain a great rapport between the leadership team and all staff. I am also aware that "we cannot afford to be blind to our own behaviors and the effect of those behaviors on others". Glickman pg. 105. Having a personal and private life is important -having a colleague who you can trust is also imperative to help each other be/see those blind spots for one another.
ReplyDeleteI had a colleague who was what I call an "educational Darwinist," and, although he didn't say this explicitly, his philosophy was that he did not have the power to get students engaged in class. He believed that if kids wanted to learn, they would follow his directions. He often allowed kids to become distracted, to distract others, etc. We team taught during this year, and my philosophy was (still is) very different. Unfortunately, this made our working relationship fraught with conflict because he was blind to how his way of conducting class influenced my ability to engage kids at higher levels and in different ways. When I tried to address this with him he would either become angry or shut down. Though I went to my principal, he did not attempt to help, but instead promised me that we would not team teach the following year, so I spent the better part of the year in survival mode and my solution was to split the class in half and teach independently - completely undermining the intent of the team-taught, integrated program. As a leader, I want to support strong working relationships between team members, so I would try to mediate and find common ground so the students can experience the richest experience possible, while also benefiting from different teaching styles and approaches. In this case, I would start with a collaborative approach and move to more directive approaches as necessary.
ReplyDeleteFor the last twelve years I have worked with a colleague's blind self, not seeing herself as a leader of teachers. She is the union rep, goes to ALL the PTA meetings,is overly helpful to new staff, well liked by families, and has served as a team lead of her grade level. She heads the social committee and if you or your family have some illness or tragedy befall you she will make sure you get a card from everyone, meals are delivered, and a small gift is sent. She often comes to the principals, three that I have observed with a complaint phrased as a concern for the "team". This is often her perception of a complaint not an actual complaint of the team she represents. IF she has fallen out with someone on the staff she will craft concerns that involve them negatively. She doesn't see herself as "the district" and has a very teacher vs. admin perspective. You are either on her island or the enemy to be brought down at all cost.
ReplyDeleteThe negative effects of the us vs. them mentality in a co-worker is that to be an effective team is very time consuming. If part of the team is kicked off the island it becomes challenging. Having such a high maintenance staff member who is respected by other also makes it essential to focus on the why of change and be extremely organized to manage them.
How my awareness of her us vs. them helps to inform my leadership practices. Is by asking "who has the complaint", "how many people are concerned.", "can you give me some examples of when you have seen blank happen". She also needs to be looped in about new initiatives happening and have personal by in to new curriculum or is unwilling to teach it and will work to make sure an adoption doesn't happen successfully or that it requires significant support to happen.