Rocking the Boat: How to effect change without making trouble
Task Zero: Review
Rocking the Boat was a research-driven book about how to make changes within organizations when you are perceived of being different. The book mainly focuses on differences concerning race, sexual orientation and gender diversity and discrimination. The book provides methods to effect changes that help improve an organization. The author provides many examples of how people influenced these changes that include resisting quietly but staying true to oneself, turning personal threats into opportunities, using negotiation, leveraging small wins and organizing collective action. The book cautions that all these strategies depend on the scope of the issue, who’s involved and the importance of the dilemma or threat. People who instigate these changes are termed “Tempered Radicals”.
I personally found it very difficult to relate to the differences the people in the book experienced, since I have no issues regarding race, sexual orientation or gender. I also found the self-aggrandizement by the author to force the term “Tempered Radicals” in the hopes of creating a lasting and meaningful moniker for people that do affect change in an organization.distracting from the main ideas in the book. I also think the book seemed a bit dated since it was published in 2001 with a revision in 2008.
At Nobel, we embrace diversity in both our students and staff. A leadership team (ILT) develops and implements all positive changes within the framework that CPS establishes. Each member of that team is a leader in disseminating these changes within our school. Our leadership qualities are needed to be a part of this team and to support and bring these changes to the entire staff. I have been a member of the ILT for many years.
Task One: How am I different?
As stated earlier, I find it very hard to relate to the differences Meyerson identifies. Although, I can truly empathetic to these difference, I can never truly understand the situations and discrimination these differences can evoke and how I feel about them.
I think that my main differences that influences my desire to make changes is based on the non-traditional route I chose to become a teacher and maybe some influence because of my age. I think many people are in jobs that they did not plan on holding or is not based on the skills they built through their education and/or experience. My formal education includes a BA in Biology and an MBA in Finance/Accounting. For over 25 years, I held management positions in high technology, trade shows, publishing, customer service, and entertainment industries. I went back to school to earn my teacher certification at the age of 50.
Most of my colleagues went to college to become a teacher and that is the only perspective they have. I am probably more critical of the purpose for certain policies and curriculum because I have completely different experiences and background knowledge. A prime example is that when the principal (my boss) asks us to perform a task by a certain deadline, I do it. Many of the other teachers, seem to work on their own time schedule and priorities that aren’t necessarily consistent with the principal’s directives. My age really hasn’t been an issue yet because I am young at heart and have built strong respectful relationships with my peers and administration.
Task Two: Becoming a Tempered Radical
Luckily, my strength in leadership has been based on many years experience in management in many different industries. Peers respect me and are willing to support the goals and policies of the organization and me. People like to work with me and I have established many long lasting relationships throughout the years with my superiors, peers and subordinates. I think I am a “Tempered Radical” that resists quietly and stay true to one’s self, broadens my impact through negotiation and leverages small wins depending on the situation and the people involved. Meyerson also cautions “Tempered Radicals” to be patient and be sure to understand the big picture, the importance continuum of a situation, and the people involved.
I have never really felt personally threatened, so I don’t see myself turning something that’s non-existent into an opportunity. I am also not one to organize collective action but am a willing participant as is evidenced by my support of the Chicago Teacher’s Union and its activities.
I really think working within the framework of Chicago Public Schools, the network and our school Nobel is my strength as a “Tempered Radical”. My focus is to work relentlessly to ensure the success of all our students, whatever that takes. I do this as a leader on our Internal Leadership Team (ILT), Professional Personnel Leadership Committee and lead math teacher for grades 3rd through 5th. I feel like I can influence necessary changes through this involvement and feel some sense of autonomy within my classroom.
Task Three: Facing Challenges
The four challenges Meyerson talks about include the toll of ambivalence, the incremental lure of co-optation, potential damage to their reputations, and frustration and burnout. Since I do not feel that any that I have any major differences that may cause tolls of ambivalence such as guilt, loneliness, and anxiety. I also do not feel that I am jeopardizing “one’s self” as I work within the confines defined by the institution by which I am employed. I do not worry about any negative impacts to my professional image or loyalty. I also have little concern about my professional reputation. I have spent many years developing and strengthening my sense of self, my professionalism and respect from colleagues and administration.
I am somewhat concerned about frustration and burnout which just seems to be part of being a teacher. The demands are constant and input comes from many directions including CPS management, network executives, school administration, the community, parents, peers and my students. Many times the messages are very conflicting and one must choose the path of least resistance and focus solely on the success of the student. Do I want to facilitate change? Yes, my students’ success depends on it and I believe I can influence changes in the classroom, for sure, and to a lesser extent Nobel and the CPS school district.
Task Zero: Review
Rocking the Boat was a research-driven book about how to make changes within organizations when you are perceived of being different. The book mainly focuses on differences concerning race, sexual orientation and gender diversity and discrimination. The book provides methods to effect changes that help improve an organization. The author provides many examples of how people influenced these changes that include resisting quietly but staying true to oneself, turning personal threats into opportunities, using negotiation, leveraging small wins and organizing collective action. The book cautions that all these strategies depend on the scope of the issue, who’s involved and the importance of the dilemma or threat. People who instigate these changes are termed “Tempered Radicals”.
I personally found it very difficult to relate to the differences the people in the book experienced, since I have no issues regarding race, sexual orientation or gender. I also found the self-aggrandizement by the author to force the term “Tempered Radicals” in the hopes of creating a lasting and meaningful moniker for people that do affect change in an organization.distracting from the main ideas in the book. I also think the book seemed a bit dated since it was published in 2001 with a revision in 2008.
At Nobel, we embrace diversity in both our students and staff. A leadership team (ILT) develops and implements all positive changes within the framework that CPS establishes. Each member of that team is a leader in disseminating these changes within our school. Our leadership qualities are needed to be a part of this team and to support and bring these changes to the entire staff. I have been a member of the ILT for many years.
Task One: How am I different?
As stated earlier, I find it very hard to relate to the differences Meyerson identifies. Although, I can truly empathetic to these difference, I can never truly understand the situations and discrimination these differences can evoke and how I feel about them.
I think that my main differences that influences my desire to make changes is based on the non-traditional route I chose to become a teacher and maybe some influence because of my age. I think many people are in jobs that they did not plan on holding or is not based on the skills they built through their education and/or experience. My formal education includes a BA in Biology and an MBA in Finance/Accounting. For over 25 years, I held management positions in high technology, trade shows, publishing, customer service, and entertainment industries. I went back to school to earn my teacher certification at the age of 50.
Most of my colleagues went to college to become a teacher and that is the only perspective they have. I am probably more critical of the purpose for certain policies and curriculum because I have completely different experiences and background knowledge. A prime example is that when the principal (my boss) asks us to perform a task by a certain deadline, I do it. Many of the other teachers, seem to work on their own time schedule and priorities that aren’t necessarily consistent with the principal’s directives. My age really hasn’t been an issue yet because I am young at heart and have built strong respectful relationships with my peers and administration.
Task Two: Becoming a Tempered Radical
Luckily, my strength in leadership has been based on many years experience in management in many different industries. Peers respect me and are willing to support the goals and policies of the organization and me. People like to work with me and I have established many long lasting relationships throughout the years with my superiors, peers and subordinates. I think I am a “Tempered Radical” that resists quietly and stay true to one’s self, broadens my impact through negotiation and leverages small wins depending on the situation and the people involved. Meyerson also cautions “Tempered Radicals” to be patient and be sure to understand the big picture, the importance continuum of a situation, and the people involved.
I have never really felt personally threatened, so I don’t see myself turning something that’s non-existent into an opportunity. I am also not one to organize collective action but am a willing participant as is evidenced by my support of the Chicago Teacher’s Union and its activities.
I really think working within the framework of Chicago Public Schools, the network and our school Nobel is my strength as a “Tempered Radical”. My focus is to work relentlessly to ensure the success of all our students, whatever that takes. I do this as a leader on our Internal Leadership Team (ILT), Professional Personnel Leadership Committee and lead math teacher for grades 3rd through 5th. I feel like I can influence necessary changes through this involvement and feel some sense of autonomy within my classroom.
Task Three: Facing Challenges
The four challenges Meyerson talks about include the toll of ambivalence, the incremental lure of co-optation, potential damage to their reputations, and frustration and burnout. Since I do not feel that any that I have any major differences that may cause tolls of ambivalence such as guilt, loneliness, and anxiety. I also do not feel that I am jeopardizing “one’s self” as I work within the confines defined by the institution by which I am employed. I do not worry about any negative impacts to my professional image or loyalty. I also have little concern about my professional reputation. I have spent many years developing and strengthening my sense of self, my professionalism and respect from colleagues and administration.
I am somewhat concerned about frustration and burnout which just seems to be part of being a teacher. The demands are constant and input comes from many directions including CPS management, network executives, school administration, the community, parents, peers and my students. Many times the messages are very conflicting and one must choose the path of least resistance and focus solely on the success of the student. Do I want to facilitate change? Yes, my students’ success depends on it and I believe I can influence changes in the classroom, for sure, and to a lesser extent Nobel and the CPS school district.