Earlier I shared my favorite response to advice, “You’ve got options!” How cool that the impact changes the brain. Options, choices, autonomy, control. Besides the fact that you know there is always more than one way to do anything. With that time to think, the pause… You’ve got options! What are they?

Consider these things:

1. What is the topic and what are knowledge & skills about it? For example:
   • discipline
   • teaching strategies
   • content scope & sequence
   • core beliefs
   • mission or purpose
   • campus plan
   • campus initiatives
2. What is the document that provides guidance, on the above, for someone if you were not there?
3. What has already been done that was successful?
4. What is the person really good at and how is it related to what the person desires?

The first two questions focus the conversations on standards and/or expectations that guide performance, actions, or behaviors.

The third and fourth questions presume positive intent or reflective feedback, that the person has strengths or gifts to lean on or has already had experience or success with something and has just forgotten, probably under stress or pressure.

For a 95%r, an exchange might sound like the following:

Option #1: Standards/Positive Intent/Reflective Feedback – value and reflective question.

Teacher leader: “Our PLC is just not working. Tell me what to do to get us back on track.”

Leader: “It’s so clear you know the power of a great PLC. When you reviewed the purpose and norms of PLCs with the group what was their response?”

Option #2: Standards/Positive Intent/Reflective Feedback – value and reflective question.

Teacher Leader: “When your PLC was working effectively, what were they doing and saying.”

When we offer feedback or responses to questions with affirmations and reflective questions we send two powerful messages, (1) I believe in you, and (2) I believe you know the answer to this question or it will remind you of information.

What about that 5%er?

Okay, they don’t know what they need to know and they don’t seem to show any commitment to doing what needs to be done. Yes, let’s give some advice – and let’s do it with respect, clarity and specificity.

Leader: “Tom, since school started I’ve spoken to you numerous times, visited your class, and given you feedback on your performance. Each time you have said you were going to work to implement the changes required. Now that March is here, it seems that your energy and passion is not for this work.

So you have some options. First option: Between now and April 15th, the management and success requirements that have been outlined three times must be implemented and observed consistently – every day. When any administrator observes you those requirements will be witnessed and documented. We will then have a conversation about the impact you are seeing and impact that is witnessed. We will celebrate and set new goals. Second option: We have a conversation about where you might like to use your gifts or talents to achieve success in work and examine possibilities, including resignation. Third option: You complete a resignation packet. Which option do you chose?”

There are many variations of this conversation. The essential thing is that employees choose or do not choose to meet the standards of the position. The more clarity and certainty we bring to the language the more likely people will know exactly what they need to do.

All conversations are not “coaching conversations” but all conversations use coaching language and mindset. They are respectful, authentic, honest, real, specific and clear.

Next time: Let’s review how you are remembering to respond to advice with, “You’ve got options!”