The Third Ear: Who's Really Listening?

It's Tuesday morning and for the first time in a long time you feel energized about an idea you've had regarding how to improve the culture and direction of your school, business or organization. You send emails to your supervisor outlining your suggestions. You tell your peers and co-workers about your idea and invite them to critique your suggestions. You receive mixed reactions from your peers and co-workers that range from solid support to quiet indifference. Meanwhile, after having received no response from your supervisor, you go directly to your supervisor's office to see if the email was received or even reviewed. After apologizing for not getting back to you sooner, the supervisor says you have some great ideas and will get back to you to discuss further. Each time you follow-up with the supervisor thereafter, there's always an excuse for inaction or no response at all. Frustrated and disappointed, you don't push your ideas forward.

Culture of Inaction - Culture of Indifference

The word "Culture" can refer to how the elements and history of an environment or society become voluntary or involuntary blueprints for how individuals in that environment or society are expected to act, behave or perform. Critical to the framework of a culture are the behaviors that reinforce customs and norms that become consciously or unconsciously part of the daily lives and experiences of those that exist or participate in that environment, society or culture.

In the Education arena, it has been my experience that for many struggling and poor performing schools, administrators, and teachers, inaction and indifference are the norm. This is especially noticeable as the school year comes to a close. While all schools are challenged with motivating and keeping students and staff focused on learning and teaching this time of year, this becomes problematic for poor performing schools and students that have been playing catch up all school year. Many teachers, students, and school administration staff are all battling with what I call "Survivor's Fatigue."

What is Survivor's Fatigue?

Unlike "Survivor's guilt" where an individual feels unworthy or underserving because others experienced a loss or negative outcome the individual should have, but did not, "Survivor's Fatigue" speaks to the idea that an individual feels penalized, unappreciated, frustrated, and forced to carry the burdens of others while trying to function in an environment of chronic or constant disfunction.

Consequently, student behavior problems, negative teacher and administrative staff interactions as well as parental conflicts are all increased exponentially as fatigue and the yearning for the last day of school becomes a catalyst for daily clock watching. Many teachers, staff and students are at their emotional breaking points after having endured the rigors of a difficult and challenging school year. So, it is not uncommon to have students suspended for the remaining of the school year or only be allowed to return to school for testing.

Survivor's Fatigue can apply to anyone or any workplace environment or circumstance but is particularly evident in schools, businesses and organizations that struggle to retain staff, accept new ideas, demonstrate consistent and successful performance as well as long-term stability.

One way for organizations or schools to avoid Survivor's Fatigue is to take a serious look at the framework of how change and new ideas are introduced to the entire staff. Who are the messengers and are they reliable, honest and believable.

A critical task and priority of many schools, companies and organizations should be an understanding and development of a legitimate communication model that is more than just lip service but offers individuals, creatives, or innovators a real opportunity to be heard by the decision makers of an organization. Unfortunately, "gatekeepers" who are happy with the status quo will most often bury or ignore new ideas instead of push them forward unless mechanisms are put in place to by-pass them.

The Third Ear

I contend that Communication and Effective listening" are lost arts particularly in many of our schools and organizations which halts innovation and creativity. Efforts should be made to create an environment where the elements of real communication and listening are taken seriously thus opening more avenues for change and innovation.

Many organizations need what I term a "third ear philosophy" which simply means that the links and connections to the decision makers in an organization are expedited through a third-party facilitator who listens, presents, and advocates the ideas of those not in position to have direct or daily contact with key decision-making leadership staff. This type of format or framework offers innovators and change -agents an outlet but more importantly, gives them a real chance to see their ideas come to life.