Category: Inattention to Results

It’s a year later….

The homework policy went into practice. Immediately issues kicked up. Did they consider the individual needs of students? Could they cookie cutter a set time for every student per grade? How could they monitor the assignment of homework? Who would supervise the policy?

Over time, the principal and her Shared Decision Making Team made some adjustments and in the end what the team could be sure of was that homework was in fact assigned more regularly than it had been in the past.

However the Team was shocked when the principal asked the “Is the Emperor wearing his clothes?” question:

“Can we somehow connect the perceived increase in homework to improved student learning?” she asked.

One thing the team could do together was squirm and squirm they did.

Then Bob said, “You mean that we have to evaluate whether the policy worked?”.

The principal wanted to say “Duh.” but restrained herself. Instead she said, “We went through a lot of trouble and a lot of fine tuning to get some sort of homework practice in place. Don’t we owe it to ourselves and to the children to find ways to decide whether what we did was worth it?”

Bob put his other foot in his mouth by saying “Well it’s not like the School Improvement Police will come after us if our plan didn’t work. Where does it say that we get raises if we succeed or pay cuts if we don’t?”


Hmm, Bob’s remarks are both fortunate and unfortunate.

They’re unfortunate in that he said them in the first place.

But they’re fortunate on a couple of counts. One is that this is a kind of mini case study and hopefully not a true story. That a professional or a member of any school improvement effort would be so callous about whether there were positive or negative results from their collective planning and decision making is frightening although I daresay that members of school improvement groups near and far might sometimes think like this.

The other fortunate development is that we can now parse this kind of thinking in terms of what this dysfunction, Inattention to Results, may suggest.

It can be argued that school leaders are sociologists who also happen to be educators. We are after all spending so much of our time dealing with groups of people in various combinations to create the self sustaining, proactive, learning organization. When the groups go sour, perhaps out of the mental model shown above, or out of any number of other group process failings, the organization, and by extension certainly, the children it serves, suffers.

Search your memory and try to recall what happens when an educational initiative, or choice, from textbook selection, to policy making, and everything in between, falters or fails, how often has someone asked “Why?” “What have we learned from this?” worst, “WHO is responsible for this?”

The subliminal message albeit the cries near and far of “accountability in schools” is that we aren’t really held that accountable for our results, and in doing so we can continue to muddle on through to perpetuate what “mostly” works for “most” students.

It occurs to me that in so many ways, Inattention to Results is the most perfidious of the five dysfunctions. To ignore, blow off, make excuses for what we do or don’t do is really unconscionable in systems thinking where the correct model has always been PDSA, Plan, Do, Study, Act.

PDSA speaks to a kind of research and set of activities that needs further exploration in our mutual exploration of Systems Thinking and that is the idea of action research. That will be the subject two blog entries from now but for now it involves the obligation of the school organization’s leadership to build in mental models and inquiry skills to establish dialogues and analyses about our school’s practices, the great ones, the good ones, and the not so good ones.

As we end this segment of systems thinking blogs about Team Learning aka, Lencioni’s Five Dysfunctions of a Team, let’s remind ourselves about Benjamin Franklin and his co-signers of the Declaration of Independence, one could wonder where we would be right now if these dysfunctions dominated their thinking before they signed it!

Recently I was on a Dissertation committee where the candidate proposed an action research study that would among other things, involve training fellow music teachers in using and collaborating about evaluating music teachers’ “effectiveness” in their instruction via a Moodle approach.

The proposal was excellent and has much, much promise for teachers on “non”-academic subjects as they will also be responsible for showing student “growth” by requirement of the New York State Annual Professional Performance Review (APPR). His dissertation defense few months later was beyond terrific.

In the beginning though , I  was more than a little bit skeptical about the training-of-colleagues component with the Moodle. Moodle is an open source wiki-like Web 2.0 approach. A wiki site if you have never used Wikipedia as an example,  is a site that enables its members to add to, elaborate, and create new information for that site for the rest of its viewers.

This soon-to-be- Ed.D’s premise was that the Moodle would be a source to its participants in shaping how they might incorporate the online rating system that he had developed. It would also serve as a training platform so that participants could learn how to both use the Moodle and to implement the rating system.

At the time I remarked to now Dr. X, “This could be like herding cats.”

By the way, he more than pulled it off. However my concern in principle for all groups,whether face-to-face, or virtual had validity. For you see, as you already know instinctively, groups need to both be grown and grow themselves.

This is no easy task. Although there are plenty of examples to offer I’d like to offer Patrick Lencioni’s work as a good example.

Lencioni’s book, The Five Dysfunctions of a Team captures issues associated with effective group development in a tiered system that has much value.

  1. Absence of Trust
  2. Fear of Conflict
  3. Lack of Commitment
  4. Avoidance of Accountability
  5. Inattention to Results

In closing this blog post I’d strongly suggest that the Group Facilitator (I hate that word) not keep Lencioni’s Five Dysfunctions as secret code. In fact, it is both healthy and conducive to the group’s evolution that they become aware of these Five Dysfunctions as they operate among each other. As they learn the “language” they learn to be aware of the presence of these dysfunctions and more likely collaborate to eliminate or reduce them!

Next blog post – Absence of  TRUST!