Working smarter, not harder.

At this time in the second semester, in the midst of tackling major challenges and goals, it’s not uncommon to hear school leaders rally the team by reminding them to work smarter, not harder to increase effectiveness.

Sometimes we assume that everyone knows what working smarter is and that just might not be the case, especially if the resources at our disposal seem to be strapped.

In the book “Multipliers,” Liz Wiseman suggests that a key factor in increasing effectiveness is through “the ability to extract and multiply the intelligence that already exists in the organization.”  She characterizes the best leaders as those who emphatically capitalize upon their own aptitude to instinctively multiply the genius in others around them.

Sound familiar?

Ever wondered why some leaders seem to create greatness all around them and others seem to drain intelligence and capability?

Have you ever been around someone who instantly makes you feel more capable?

Someone who you love to brainstorm with because the ideas just flow? Who energizes you?

People have extraordinary influence over each other – consciously and unconsciously. One of the most influential gifts we have, as educational leaders, is our individual and collective energy.  Einstein proved that energy attracts like energy.  Perhaps the reason some leaders have an amazingly positive energetic impact on the creativity of others is that they consciously demonstrate the belief that everyone has unlimited potential and the ability to create solutions.

Consciously sowing the seeds of unlimited potential.

How exactly do we sow these seeds? One simple way is by raising our awareness.

When a leader makes a conscious and concerted effort to show that others possess the ability and willingness (genius) to solve their problems, the beginnings of a culture of “multipliers” results and wayward challenges turn into opportunities.

Now that’s working smarter and not harder!

To tap into the genius of others, you need to be curious about their talents.  Being conscious (aware) of how you create the space for creative dialogue, asking empowering questions, and listening more and talking less are some of the keys to becoming a multiplier.

So, ask yourself: how would effectiveness increase in your school if people wanted to use more of their discretionary effort, energy, and resourcefulness to actively search for more valuable ways to contribute?  How are you empowering genius in others?

Susan Gonzales, MA.Ed, CPC, PCC, ELI-MP
Vice President, Coach Training Programs
Institute for Professional Excellence in Coaching (iPEC)