Author Daniel Pink, in his book Drive, discusses what actually motivates people to do things. (I have included a 10 minute RSA Animate video of Pink's famous TED Talk.) Without getting too much into the weeds, we can think of an acronym to help us remember the three things that motivate people: PAM. PAM stands for purpose, autonomy, and mastery. 

Purpose is knowing why I am doing something.
Autonomy is the feeling of being autonomous, self-directed.
Mastery is the feeling I am getting better at things that matter, by getting feedback.

How can you use PAM to help your staff become the best they want to be?

1. Meet with every staff member that directly reports to you and talk with them about their purpose. Why did they get into education? What does a day look like when they walk out of the building on cloud 9? What happens during the day when the opposite happens? These are questions that can start the conversation.  

The importance of purpose lies in the fact that the best motivation for knowledge workers is intrinsic motivation. Understanding what a person's purpose is to help you help them achieve what they want to achieve. 

2. Allow your staff to have freedom. Do not micromanage them by relying heavily on compliance activities. For example, creating a poster with the 6 activities every teacher must follow when monitoring a study hall, is NOT an example of autonomy. Set the expectations for what needs to be accomplished by everyone and allow your staff to figure out a way to "get there." Poor leaders micromanage. Learner-Centered Leaders give their staff a roadmap and allow them to use creativity on how to get to the common destination.

3. Set the conditions for positive feedback. All of us need feedback to improve what we do. Here is the kicker: feedback that does not lead toward a person's purpose is criticism, and we all know no one likes criticism. Purpose provides the context for necessary course corrections in a positive environment.

Another key component for mastery is making sure your staff has the resources and knowledge needed to accomplish their purpose. You cannot skimp on PD that is self-directed and targeted to help people achieve their goals.

One final thought. Your staff's individual purpose, autonomy, and mastery cascade down into the purpose and goals of your school and school district. 

 

The two presidents Adams' were contrarian thinkers who absolutely DID NOT aim to gain popular support through "politicking." They were first and foremost thinkers who wrote extensively about the best form of government.

My big take-away from the book.

John Adams, and his son John Quincy Adams, thought deeply about the theory undergirding our nation's government. They believed in representative democracy which is a form of government where representatives are elected to make decisions for constituents. This is also called "indirect democracy.' Without getting too much into history, there has always been a tension between those who believe in representative democracy and those that believe that the electorate should decide on every individual policy initiative (called direct democracy). 

Both Adams' believed that governing would be made impossible by allowing direct democracy. Thus we have the form of government we have today. However, throughout American history, there have always been times when the definition of democracy moves away from a representative form of democracy to direct democracy. John Q. Adams lost his presidency to Andrew Jackson when the pendulum swung to a more direct democracy approach. When direct democracy becomes popular, "the will of the people" becomes the rallying cry for populist politicians. 

I think it is safe to say that we are living through a time, right now, where direct democracy is popular.

What does this mean for learner-centered leaders?

During these times of direct democracy, the electorate ("the people") demands a say in a broad swath of government policy decisions. We see this in the "parent rights" approach being trumpeted by many on the political right. Parent's rights is a radical approach to reframing the relationship between school boards and schools. Proposed laws in many states require all teachers to post all their lesson plans for the year so parents can review them. Parents will demand their students not be required to participate in lessons they disagree with. And, of course, there is the increased banning of books in schools. 

In order to stay focused on our learners, Learner-Centered Leaders must take three actions when confronted by parent's rights activists:

1. Give concerned parents grace and dignity (even when they do not reciprocate). Approach parents and students with even more empathy and consideration than before. Be curious and understanding of their concerns and allow them to voice how they feel.

2. Help parents see the big picture. Many times the "facts" as understood by parents are not grounded in what actually happens in your school. Correct these mischaracterizations with a sense of grace.

3. Communicate clearly and with compassion. No matter what your role is in the school system, make sure you overcommunicate what is happening while you are working with a parent. Being a caring human helps bring understanding. 

I am not sure the authors of the book expected their book to start a conversation about the parent's rights debate...but if you take the time to read or listen to the book, I think you will see parallels to our present day.