Dr Tom Mulholland - Healthy Thinking

As indicated in a previous post, reflecting on Work Life Balance was one of the themes of the NZPF conference I attended in the last week of the term. Being a person who regularly promotes the need for quality family time to school families and staff, but who only recently has begun to adhere to this himself, I found this a great theme.


Dr Tom Mulholland talked about Emotional Algebra and Healthy Thinking -  "a technique that can be applied whenever they feel an alarm emotion, to identify the trigger, and then the thought that they generated in response to it. They are taught techniques for reworking this thought to a more helpful one, and given a ‘language' to do it with."

Dr. Barbara Reinhold - Creativity Quotient

One of the best ways to increase your own CQ (Creativity Quotient), and hence be more productive in your career, is to regress a little and be more like you were as a kid. Did you know, for instance, that on psychological tests of creativity, only 5 percent of people 18 and older registered in the "creative" range? Among 17 year-olds, 10 percent scored "creative." But among 5 year olds, more than 90 percent demonstrated the creativity to suggest innovative ways of looking at situations and the ability to dream up new ideas.

The best news here is that creativity can be taught. In fact, you can boost your own creative capability just by practicing various forms of sideways thinking. Here are 10 "creativity boosters" that corporate creativity trainers teach their clients to help both individuals and work teams stretch their own imaginative powers:

Ask "what if" questions. (What if teachers got paid based on how well their students performed? What if executives got paid based on how well they understood the people who work for them? What if supervisors were elected?)

Daydream whenever you can. Just see what wild ideas you come up and jot them down on note cards. (And keep these cards in a file box of your wild ideas.)

Try your hand at cooking a meal creatively, without any recipes.

Do jigsaw and crossword puzzles.

Watch three-quarters of a movie on video, then turn off the VCR and imagine your own ending.

Interview people in your work group about some of the inventions they'd like to see happen.

Imagine changing places with someone in your office for a day -- what would you get to do differently?

Imagine that you've just won a month-long trip anywhere with the person of your dreams. But you have to choose the place in the next five minutes and leave tomorrow. Where will you go and why?

Go to or rent a foreign language film with a friend, one where neither of you knows the language nor are there subtitles. As you watch the film, share with each other what you think the main characters are probably saying, feeling and thinking, based just on their expressions and body language.

Eat a food you've never tasted for lunch or dinner today. Let the new taste sensations roll around on your tongue and try to imagine a "story" to go with them.

So what's the point of this? The point is to get you out of your accepted, expected and brain-dulling ways of experiencing the world. In order to succeed as grown-up leaders where we work, we must find ways to take ourselves back in time to a long-gone way of seeing and experiencing things afresh. Here's to being five years old again, at least once or twice a day!

Work Life Balance

Reflecting on Work Life Balance was one of the themes of the NZPF conference I attended in the last week of the term. Being a person who regularly promotes the need for quality family time to school families and staff, but who only recently has begun to adhere to this himself, I found this a great theme. It has since prompted me to look for more "experts" in this field and read about their ideas. Comparisons are then made to others I have heard or read about. 


Below is a Work Satisfaction audit from Dr. Barbara Reinhold.


WORK SATISFACTION AUDIT 

Carefully consider each item in the ten work/life satisfier groups to see how well it describes your own daily thoughts, feelings, and/or behaviors. On a scale of 1-4 (1= not much/ 4= very well), indicate how closely each statement seems true for your current work experience. At the end of each section, add up the numbers you’ve circled to create a total for that group of items.

Group One:

1 2 3 4 I know I’m good at most of what I do at work.

1 2 3 4 I wake up most work day mornings eager to get to the tasks of the day.

1 2 3 4 I keep current with new developments in my area of expertise.

1 2 3 4 The tasks I enjoy doing most are the ones that are most important in my job.

1 2 3 4 I get to do the things that inspire me, either at work or in the community.

1 2 3 4 My work still feels vital and fresh to me.

1 2 3 4 I have skills that I’m called upon to teach to others, and I like that.

1 2 3 4 I’m regarded by others as very proficient in the work I do.

1 2 3 4 It’s exciting to me to have new things to learn about the work I do.

1 2 3 4 My job requires the skills and information that are really fun for me.

Group One Total _____

Group Two

1 2 3 4 Things are run the way I like them to be at work.

1 2 3 4 I have good coaches and mentors for my work.

1 2 3 4 The managerial style of my organization works for me.

1 2 3 4 I’m getting the right blend of autonomy, guidance and collaboration.

1 2 3 4 My team knows me well and values me.

1 2 3 4 I’m able to be myself at work and still be accepted.

1 2 3 4 We laugh and have a good time at work.

1 2 3 4 I feel satisfied for now with the position I’m in.

1 2 3 4 I have respect for the abilities and styles of my teammates.

1 2 3 4 My team members and I have complementary skills.

Group Two Total _____

Group Three

1 2 3 4 I generally expect things to go well at my job.

1 2 3 4 I experience a good mix of stretch goals, some constructive mistakes, and good learning at work.

1 2 3 4 I have more good days than bad days at work.

1 2 3 4 I’m confident at work because my roles and goals are clear to all, and I’m able to fulfill them.

1 2 3 4 I’m generally a half-full, rather than half-empty, kind of person.

1 2 3 4 When problems occur at work, I don’t take them personally.

1 2 3 4 I take good care of myself because I know I do better work when I do.

1 2 3 4 I don’t waste time worrying about whether I’m doing a good job or not, because I believe I am.

1 2 3 4 Even when people don’t give out much praise, I feel able to evaluate how well I’m doing.

1 2 3 4 I have high standards for myself, and I generally meet them.

Group Three Total _____

Group Four

1 2 3 4 The structure of my work day fits my own natural rhythms well.

1 2 3 4 I like the way my work space looks and feels.

1 2 3 4 The implicit or explicit dress code of my organization fits my preferences.

1 2 3 4 I’m able to vary my tasks and activities so as to stay focused and energized for most of my work day.

1 2 3 4 I have the right amount of space, light and fresh air in my work area.

1 2 3 4 The travel requirements of my work feel all right to me.

1 2 3 4 I have the right balance of alone time and collaboration at work.

1 2 3 4 I have the freedom to eat or take breaks when my body feels the need.

1 2 3 4 I’m able to make my work space(s) feel like “mine” as much as I want to.

1 2 3 4 The pace of work is right for me—not too slow or too fast.

Group Four Total _____

Group Five

1 2 3 4 I feel comfortable sharing my views and values at work.

1 2 3 4 I really believe in what my organization is trying to do.

1 2 3 4 The choices I need to make at work fit my own values.

1 2 3 4 I’m proud to tell people where and how I work.

1 2 3 4 I have good friends as well as colleagues at work.

1 2 3 4 I feel that I fit in at my place of work.

1 2 3 4 I don’t have to hide who I really am at work.

1 2 3 4 My organization “walks the talk” about the things I believe in.

1 2 3 4 I feel that my over-all life purpose is well-aligned with where and how I’m working.

1 2 3 4 The structure of my job leaves me enough time to do the other things I think are important.

Group Five Total _____

Group Six

1 2 3 4 My commute to work is easy enough for me.

1 2 3 4 I feel I’m paid fairly for the amount of responsibility I have.

1 2 3 4 The length of my work day seems reasonable to me.

1 2 3 4 The vacation system is generous enough to keep me from getting too fatigued—and I take all my vacation days.

1 2 3 4 I can get flexibility and special accommodations when I need them.

1 2 3 4 The financial “norms” of my work group fit me—my friends and colleagues at work have about the same discretionary income I do.

1 2 3 4 The social expectations of my work group are compatible with how I want to spend my time.

1 2 3 4 I can be successful at work and still have time for a full community and family life.

1 2 3 4 If I needed to work a reduced or flexible schedule (either periodically or permanently), my organization would let me do that without penalty.

1 2 3 4 My employer gives me the tools and resources I need to do a good job.

Group Six Total _____

Group Seven

1 2 3 4 The work I’m doing now is positioning me for where I think I want to be next in my work life.

1 2 3 4 I have a longer-term plan, and I’m focusing on how to make it happen.

1 2 3 4 I’m learning new things and developing skills and competencies to help me make it happen.

1 2 3 4 The people with whom I interact at work are able to help me do my job better.

1 2 3 4 I belong to community or professional groups that help me think longer-term about how my work fits into my over-all life plan.

1 2 3 4 I feel that I’m being valued for my work.

1 2 3 4 My supervisor knows about my life and work plans, and helps me think about my next steps.

1 2 3 4 In my organization, ongoing training and skill development is readily accessible.

1 2 3 4 My job requirements leave me time and opportunities for collaborating or networking with people I need to know better.

1 2 3 4 This job helps me to develop and sustain my self-confidence.

Group Seven Total _____  

Group Eight

1 2 3 4 I believe I’m being compensated fairly by industry standards.

1 2 3 4 I know I’m valued at work.

1 2 3 4 Rewards seem to be fairly distributed at work.

1 2 3 4 My benefits package is adequate for my needs.

1 2 3 4 There is flexibility in how rewards are granted at work—so I’m able to have what I need.

1 2 3 4 I have a title and responsibilities that match my competencies and my experience.

1 2 3 4 Our performance review system is fair and helpful.

1 2 3 4 I believe that my supervisors or department heads have a realistic picture of my abilities and contributions.

1 2 3 4 My immediate supervisor lets me know when I do something great.

1 2 3 4 The developmental experiences I’m getting (courses, training, coaching, conferences, etc.) are just right for me in scope and frequency.

Group Eight Total _____

Group Nine

1 2 3 4 One of the best things about my work is that I get to keep learning.

1 2 3 4 The new skills I’m adding make me feel good about work.

1 2 3 4 My boss urges me to take advantage of growth opportunities.

1 2 3 4 I enhance my own skills by collaborating with others at work.

1 2 3 4 My good work gets showcased to others in the organization.

1 2 3 4 My supervisor expects me to set stretch goals and offers the support I need to reach them.

1 2 3 4 At work I’m encouraged to learn the things that interest me most and adapt my tasks to fit what I really enjoy doing.

1 2 3 4 Even if there has not been much change in my title, I like the fact that the work gets more challenging and interesting all the time.

1 2 3 4 It’s exciting to get to do new things and take some risks at my job.

1 2 3 4 The pace of taking on more complex tasks as things change at work is right for me.

Group Nine Total _____

Group Ten

1 2 3 4 The demands of my work don’t usually interfere with the other important aspects of my life.

1 2 3 4 My work doesn’t keep me from getting enough sleep.

1 2 3 4 At the end of the day, I have time and energy enough to enjoy a relaxing or rejuvenating evening.

1 2 3 4 I’m able to be successful and still make enough time for relationships.

1 2 3 4 I’m able to schedule events in my life because the demands of my work week are generally predictable.

1 2 3 4 I don’t let my work schedule keep me from getting regular exercise.

1 2 3 4 I make sure not to give all my best energy to my work.

1 2 3 4 My boss understands the need for the range of activities in my life.

1 2 3 4 I plan my leisure with as much care as I schedule my work.

Group Ten Total _____

SO WHAT DO YOUR SCORES MEAN?

#1 Right match of work with your current salient skills, interests_____

#2 Right boss and team structure for you ______

#3 Your own confidence and optimism ______

#4 Right daily environment and rhythms for you ______

#5 Right mission and values for you ______

#6 Compatible expectations, norms, supports ______

#7 Right position for next career moves ______

#8 Right reward system for you ______

#9 Opportunity for relevant challenge and growth ______

#10 Whole life compatibility ______

The list above gives you an indication of just how well the circumstances of your current work actually fit all of who you are now. Are you satisfied with your scores? Are you surprised? Can you see how you might make some changes, or how you might talk to others at work about some of the organizational shifts that need to happen? Take some time to talk with friends, family, colleagues or supervisors about what you might adjust in order to have a better fit between your work as you’re experiencing it now and what you’d really like. After all, not only your career success, but also your health—both mental and physical—is on the line here!

Holiday Fun

About three weeks ago, a very large macrocarpa tree came down in the storm at our bach in Okains Bay. It missed the house by about 10 metres, but took out a fence, the sheep shedding race, the vegetable garden and a number of little trees.

Over the holidays, we made time to go and flex some chainsaw muscle and clear up some of the mess. My brother in law had started a week before, so we spent quite a few hours clearing up trimmings etc and cutting branches into logfire size pieces.

There is certainly a great deal of firewood to get from this one tree, but it is such a fun job to do. I must say, it is much easier with my new chainsaw (bought for my birthday present) than the old one. For a look at the specs, just follow the link. http://www.husqvarna.com/nz/landowner/products/chainsaws/440-e-series/#features

Reporting

At the end of last term, I was at the NZPF conference in Queenstown. There was some media coverage over the last two days of the conference about National Standards. Again it was reiterated that most, if not all schools believe in the notion of standards to measure children against. It is how they have been introduced, the speed that this has happened, and the use of data that is of concern to the NZPF. 

Our Board of Trustees have taken this stance as well; upskilling themselves around the issues through readings and discussions, supporting the staff in attending training and development of reporting practices. 

Ernie Buutveldt, the President of the NZPF, in introducing Anne Tolley said in his speech, “Lifting the achievement of all our students is clearly what schools and their leaders are about and not surprisingly, also a stated aim of government. Just how we use the tools, policies and resourcing in pursuit of this aim is sometimes contentious.

The happy place would be where policy-makers and professional practitioners, those charged with carrying out policy, are engaged in discussion so that good policy is informed by good practice, which in turn, enhances better practice toward achieving the shared aim.”

I know that we have great support from the Wairakei School community about how we report progress and achievement. The comments received about the written documentation and the information shared in Student Led conferences has been very positive. We will continue to refine what we do, but please remember that you are always welcome to talk to your child’s teacher about progress and achievement. Your child’s work in the classroom is one of the best ways to see evidence of progress and achievement, so make some time during the term to see this.