Would not life be so much easier if people, students and/or staff, just did what you want them to do? Is there anything that you can do about it? Greg Gray, the founder of a professional & personal leadership firm, once gave a presentation titled just that, which provided 14 reasons and strategies as to why people do not do what you want them to do. As the co-author of the largest customer service training course in United States, Gray’s presentation provided insight that afternoon that is more than applicable on numerous levels. Here are a few takeaways that can be implemented in schools, classrooms, and any other organization.
The first reason, for what may appear to be insubordination is simply that “they don’t know how to do it.” The strategy needed is training. The framework of PBIS, positive behavioral interventions and support, has documented results that display an increase in student behavior and achievement. The base of PBIS is that not all students know how to conduct themselves in all capacities of a school setting, so it incorporates methods to teach the appropriate actions for a positive school climate. Imagine being asked to fly a commercial license, however, you only have a driver’s license! Training may be the missing element needed for someone to really do what you want them to do.
The second reason is that “they don’t know what to do.” Due to the uniqueness of everyone we encounter, sometimes are expectations may not be clear. If you placed a sheet of paper with the number “6” between two individuals facing each other, one person is bound to believe that they are looking at the number “9.” That illustrates that we have different perspectives, and sometimes either one can be right. It is imperative that communication is clear when giving directions and setting expectations.
The third reason is that “they don’t know why they should do it.” As a leader or figure of authority, you can be privy to information that may not need to be shared. If there is no harm in providing additional information, “painting the big picture” allows others to see the purpose of what is required of them.
The four reason is that “they think something else is more important.” Picture a glass vase on a table surrounded by big rocks, little rocks, and sand. If all the items on the table had to be placed in the container the order is key. If you do not start with the big rocks first, all of the other items will not fit. Sometimes we emphasize the sand and small rocks in life. Establishing or re-establishing the priorities of a school, classroom, or organization is needed for the maximum level of execution.
The fifth reason is “they think they are doing it.” In this instance it is best to clarify expectations and provide feedback. This can be followed by either “they think your way will not work” or that “they think their way works better than your way.” In both cases, pride should be placed to the side, while you listen and provide feedback. Try Implementing the “20-Foot Rule.” The rule implies that individuals that work within a 20-foot radius of an issue can be an expert in resolving it. In most cases they knew about the problem before you, already have a cost-effective and practical solution, and will take ownership in applying the solution.
So, the next time you question “why don’t people do what they want you to do” you can now do something about it. Use these strategies to take you school, classroom, students, and staff to the Next Level!
- The Jeremy Anderson Group