Many schools across the country in a rush to establish successful benchmarks are putting into place programs that are designed to make state standards work. However, up front one essential is required. Sincerely, the effort can only be productive if the environment is collaborative.

Over the years, while it ought to have been the other way around, business and industry, no doubt without any intention of doing so, has led the way for education.

Long before educators caught on to the notion of objectives and goals, these were implemented in industry to improve production and quality. Only in the mid-1960’s was the writing goals and objectives recommended as an instruction tool. In the late 1980’s the learning organization emerged in the business world as a vehicle for continuous improvement.

Again, belatedly, educators are beginning to realize that as the significant entities of the original learning organizations, generally known as schools, they must adopt the disposition of collaborative learners as in a business-type learning organization. Note that a collaborative learner is more than a researcher pushing the frontier of knowledge. A collaborative learner within the context of a learning organization is one that in association with colleagues advances the internal “how-to” knowledge of the whole that translates into overall enhancement and enrichment, in other words success.

Collaboration is a style of working jointly with others in resolving problems or any matters of concern through an open exchange of information. It embellishes harmony and accord. It is a higher order behavior above the give and take of negotiation. It implies teamwork supported by a spirit of cooperation. Individuals engaged in collaborative efforts have equivalency. As colleagues, they mutually share the elements of problem resolution.

Collaboration is predicated on a “one for all and all for one” disposition. No consideration is given to the differences that may exist among the involved individuals. Collaboration relies upon trust and respect and the understanding that the outcomes are greater than the sum of the contributions. In this context, involved individuals prefer to strike an accord, to create a situation of “win-win” rather than a trade off or conciliatory concession. Rather than just agreement in acceptable terms, commitment and loyalty are among the outcomes of getting along in collaboration.

Together Listening, Self-Control, and Collaboration are the foundation of security and trust that enable realistic on-the-job empowerment. In place, these skills minimize fear and stress that can be considered the cornerstones of anxiety that diminish productivity.

Taken from Think and Achieve, A System for Personal Growth and Development
© Daniel J. Dyman, 1998.

Consequently, a “push it down the ranks” program cannot positively work. It may well be a misconception that collaborative efforts diminish authority. In effect, a collaborative style may enrich relationships so that authority does not have to be invoked nor stand in the way of progress.

As I sat through a daylong meeting, participant cooperation was obvious but undertones of grumbling were apparent as well. Those few but powerful subversive behaviors can only undercut the overall program potential. But, not to overly criticize the deviating somewhat rebellious participants, those who perpetrated the implementation of an improvement program have not taken the essential upfront step. They have not put into place the indispensable element of total inclusion. The requirement for implementation and participation was an administrative declaration. Any appointed authority must sincerely convey confidence that the voice of those who serve will be genuinely welcomed.

Nothing of greatness can be expected by fiat except printing U. S. currency.

Without question, it has been well established that people work best when they have a stake in the program, when they truly sense that they are intimately involved and that outcomes depend upon their efforts and contributions. Also, those individuals feed on trust. How can it be otherwise? Assurance must be given that the work of all participants is valued above all else. In this context, individuals realize that they are valued.

An environment of shared vision where self-interest is not overriding must first be established. Should any hint of selfishness become apparent then an organization typically shifts into a decidedly political style with the consequence that people look out for their backside in order to survive. Any contributions are likely to be lackluster, sufficient to get by.

Consequently, administrators publicly should not gather into small chitchat groups that convey the message of exclusiveness. And, should that occur by chance, a passerby would be warmly acknowledged rather than looked over. John Paul II was well liked because individuals in a crowd knew that they would be as sincerely touched as those that were. This is important abiding rule for all who lead in any organization. Sincerely acknowledge and receive all. It signals openness and enables the sharing of vision.

For all to equally participate, a shared vision must be established. Companies as Pfizer, McDonnell Douglas, and Westinghouse have measured up to the test of time by initially having an established shared vision with all individuals throughout their respective companies. Schools no less must develop a vision that becomes a part of the mental structure of all administrators, faculty, and staff.

Years ago, I was given the chairmanship of an “expected to do nothing” committee that provided support for the claim that the college provided opportunities for faculty involvement in governance. The committee was quite large consisting of faculty from every department and one student representative. It was the Instructional Resources committee that in the past met once in an academic year and concerned itself with the availability of audio-visual equipment in the support of instruction. I had other plans. I saw the faculty and students as the certain instructional resources.

I went forward by meeting one on one with each member of the committee. I offered my thoughts on the importance of the committee and its work. And, I asked that each member draft a list of important issues upon which the committee could focus. I excused myself from this process because the list had to come from the individuals so that credibility could be established. I asked if they might think about this for a couple of weeks when I would come by and pick of their list.

After the lists were gathered, the issues were listed. If more than one committed had listed the same or equivalent issue, the number of times was noted. The compiled list was personally distributed with a request that the top three items be identified. A few days later, the lists were gathered and reassembled with issues placed in rank order. Then the first meeting of the committee was scheduled at which time, by consensus, the most important issue would be identified.

Dialog was expected and did occur. But, without a lot of haggling, one issue was selected to which all committed their effort. The committee wholeheartedly agreed that faculty development was the priority issue, that it needed to be studied, its merits identified, and a program should be devised to be submitted to the administration for adoption and policy. The issue was divided into areas for research according to individual preferences and interests. Thus, subcommittees representing a division of labor were set up.

For several weeks, committee members worked on their aspect. Periodic meetings were held for reports and updates on progress. Deadlines were set up so that work would progress with some timeliness and urgency. In less than six months, a feasible and supportable plan was put into place and submitted for consideration. Without hesitation, it was adopted to the benefit of all.

None of this could have been accomplished without total involvement and individual commitment. The outcome led to confirmation and the development of a different mindset that opened the way to progress on other significant issues. Similarly, work proceeded on issues of student retention programs and common ground identification.

On a micro scale, this is a way for work to get done. Extrapolated to a larger scale and broader spectrum, work can get done. A collaborative approach is essential.

Creation date : 11/04/2006 @ 04:51
Last update : 11/04/2006 @ 04:51
Category : Essays
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