Engagement, not compliance

A parent once asked me why her son volunteered to stay at school until 11:00pm setting up a stage for an all-school Mass, but couldn't spend 15 minutes taking out the trash to earn his allowance.  Teachers often wonder why students will fail to submit an easy vocabulary sheet to help their grade, and then spend hours on a video presentation or art project that doesn't have nearly the impact on their academic standing.  My wife questions why it's easier for me to help with someone else's backyard improvement project than finish the list I have waiting for me here at home.

Daniel Pink, a noted author and speaker, explains in the animated video below that studies have demonstrated that for most behaviors we value in communities and the workforce, rewards such as money or grades are actually de-motivators.  Instead, people are looking for the opportunity to self-direct, and master skills in an environment that has a real and lasting purpose.  It's not to say that money and grades are unimportant, rather, that they are poor motivators.



This explains why when we eliminated the 10 hour per year service hour requirement at Cardinal Gibbons, the amount of volunteerism and service on campus doubled or even tripled in many cases.  It also helps to explain why, when a teacher is able to take unnecessary grading issues off the table, students are far more motivated to learn in that classroom.  It certainly doesn't mean that a teacher should be an "easy grader" - far from it.  Once students are confident that the grading process is fair, they are free to attempt to master skills in the class.

At Cardinal Gibbons, just as in companies, parishes and communities, we want engagement not compliance. Therefore, we need to become comfortable with, as Daniel Pink says, "radical forms of self-direction."  Allowing students making mistakes and being creative.  Encouraging teachers to challenge long-standing assumptions in school environments.  Welcoming the creative talents of parents and friends of the school.  Although Pink cites several examples of successful, creative visions we must also be prepared for some setbacks and failures.  Risk-taking is easier in a healthy community that acknowledges the possible downside of creativity, and creates a support network for creative individuals.

It's important to remember that community integrity is a vital part of this motivation.  If people work alone on an island, they won't see how their efforts make an impact, leading to a diminished sense of purpose.  Paradoxically, those who care most about the community will be the most reluctant to be creative, fearing the potential backlash of unintended or unanticipated consequences.  A parent running an annual event in isolation is more likely to make decisions based upon "that's the way we've always done it" because that thought process is the most likely to do no harm.  But it's also least likely to move us forward.

Leadership is vital in clearly articulating a community vision, and fostering each individual's connection to the organization's vision.  Students need to know "how this relates to the real world."  Teachers need to know how their decisions will be supported and implemented.  Parents need to know how their volunteering and attending events helps to accomplish the school's mission.  The motivation of working for the benefit of others is very powerful, which is why we'll often drop our own projects to work on someone else's tasks.  Most exciting of all, students can be an integral part of leading to ensure each member of the community knows the value of their contributions, and learning something very important about leadership in the process.

Time to get back to my household to-do list ...