Ensuring Crucial Conversations Work for Those Involved.
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Frequently, when encountering resistance to a plan, the root cause is often miscommunication or the feeling of being undervalued by a member of the team. If a plan or project holds significant importance for the company, the pressure to execute it can be intense. When high stakes and emotions intertwine, discussions can easily veer off track from their original purpose. To prevent emotions from hindering productive conversations, “Crucial Conversations: Tools for Talking When Stakes are High” (Patterson et al., 2012) presents effective strategies to navigate challenging discussions within an organization. The following is a concise overview of eight tools that can be utilized when driving organizational change.
Using Crucial Conversations to Implement the Flipped Classroom.
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Start With Your Head-As I delved deeper into my master’s degree, my enthusiasm for the flipped classroom approach grew stronger. Initially, it struck me that students spent extensive hours in school only to be burdened with additional homework, often without support. This observation aligns with Friedman’s critique of leaders who are “highly anxious risk-avoiders,” more concerned with maintaining a comfortable status quo than with progress. However, as I familiarized myself with digital tools, project-based learning, and AI, I became increasingly convinced that giving educators back valuable time would be an added benefit. This conviction reflects Friedman’s emphasis on self-differentiation, maintaining one’s identity and beliefs while remaining connected to others (Friedman, 2017). For more insight into my motivation behind embracing the flipped classroom, I invite you to explore the two articles I’ve authored on the topic.
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Stay in Dialogue- In my role as department chair, one of my responsibilities is to send out emails reminding the department about the topics to be discussed during our weekly PLC meetings. I plan to apply a similar approach to our discussions on implementing the flipped classroom. By sharing the conversation topics in advance, everyone will have an opportunity to arrive at the meeting prepared with questions, ensuring that all voices are heard. Friedman talks about the importance of being able to have a strong sense of self in order to effectively separted onself from a situation while still being connected (Friedman, 2017).
Receiving unexpected news can often elicit negative emotions due to the lack of time to process the information. This has led to questions arising after our meetings or even after decisions have been made, leaving team members feeling unheard.
Make it Safe– Before meetings, we ask everyone for their input so that everyone’s opinions are considered. In addition, during our meetings, we have a designated timekeeper to keep the discussion on track if it starts to go off course. We’re also considering adding another person who can help address everyone’s concerns and questions to ensure that everyone gets a chance to speak. By including multiple perspectives in our discussions, we aim to ensure that everyone feels heard and respected while working towards our common goals. Doing this will create an atmosphere of mutual respect and purpose.
Don’t Get Hooked By Emotion- An important aspect of our meetings is ensuring that everyone has the opportunity to seek assistance or share a positive aspect of their week. This practice at the start of a PLC helps prevent any lingering emotions from external sources, such as feeling unheard or dealing with a challenging event during a lesson, from interrupting our discussions on plans or projects. Should emotions arise, we prioritize regrouping and emphasize that it’s acceptable to take a moment to regain composure during our PLCs. Friedman believes that a good leader must be a calm and steady presence (Friedman, 2017).
Agree on a Mutual Purpose- In promoting the flipped classroom approach, I will emphasize the advantages for both students and teachers in terms of time. Teachers often put in extra hours to manage their classrooms effectively. The shared goal is to use AI-enabled flipped classrooms to help educators regain valuable time. Not only does this allow educators to reclaim their time, but it also empowers students to take charge of their learning. By using their at-home study time for lectures, they can utilize classroom time to seek clarification on any concepts they find challenging and receive guidance from their teachers. This benefits both students and educators, particularly those students who may not have access to adequate support or assistance with their homework outside of school.
Separate Facts From Story- In addition to utilizing the research compiled in this ePortfolio on the flipped classroom and AI, I am committed to remaining open to diverse perspectives. I will also strive to verify that the information I perceive accurately reflects the facts of the situation, free from any influence of stress, as emphasized by the principles of Crucial Conversations.
Agree on a Clear Action Plan- In order to kick off the implementation of my plan, we proceeded in stages. We commenced by providing training to educators in my department on various AI tools that could enhance the classroom experience. Once our department feels confident, we will then proceed to introduce these tools to educators outside the department. We also plan to utilize these tools to initiate discussions about the ethical use of AI with students, prior to teaching them how to utilize AI as a tool.
Master the Skills-Finally, it is crucial to continually work on the skills required for organizational success. This includes keeping up with the ever-evolving AI tools and training on maintaining open communication within teams.
Differentiated Leadership+Crucial Conversations=Progress
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Differentiated leadership involves self-reflection to ensure that emotions and motivations are separate. Engaging in crucial conversations facilitates progress rather than stalemates. Like any other leadership strategy, differentiated leadership and crucial conversations are ongoing processes, not quick fixes. Friedman points out that many leaders fail due to a quick fix mentality, as they don’t invest the necessary time to establish a culture of execution. Leading an organization through change is challenging not because of creating the plan, but because of executing it.
References
Image created by Samara Marin Using Microsoft Copilot 2024
Friedman, E. H. (2017). A Failure of Nerve Leadership in the Age of the Quick Fix. Church Publishing.
Patterson, K., Grenny, J., Mcmillan, R., & Switzler, A. (2012). Crucial Conversations Tools for Talking When Stakes Are High (2nd ed.). McGraw-Hill.
Marin's Eportfolio 
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