LEADERSHIP COACHING: Ditch Those Anonymous Surveys

Question. Do you ever struggle to talk about work when you get home? Confession. I did this during my 22-year career as a school leader. Sometimes it was because I was just tired of talking. When things weren’t going well, I had assistant principals to whom I could vent. You know the saying, “Misery loves company”? After unleashing my frustrations on them, I didn’t feel like repeating myself all over again at home. Other times it was because I had to maintain the confidence of others who had shared things with me privately but added to the list of stresses I was already experiencing. And if I am being truthful, sometimes I was too upset, embarrassed, and ashamed because I didn’t want to let down those who believed in me. The job of an educator can be a lonely world.

One night I took home the stress from a long day of feeling beat up. I remember being quiet, agitated, and in no mood to talk. It didn’t take long for me to take the frustrations of the day out on my family. Sometimes those who love us the most are most vulnerable to experiencing the worst within us. I guess it is because we believe family is a safe place and, as educators, sometimes we need a safe place after another day of absorbing the emotions and the trauma of our students and colleagues. I remember saying, “You don’t know what I have to deal with regularly. It doesn’t matter how many hours I work, how many times I try to do the right thing, how many complaints I listen to, or how many times I go out of my way to help students, staff, and families, it will never be enough.”

Earlier that night I had sat alone in my office, staring at the computer screen, full of anxiety, not wanting to click on the attachment. I knew what was about to come at me, and yet, I was going to have to take it (and carry it home with me), regardless if it was tainted with exaggerations, half-truths, or in some instances, flat-out lies. And with one click of the finger, I opened up a document that to this day, continues to wreak havoc on the psyche of educators everywhere and what I now consider the biggest culture killer of all–the Anonymous Survey.

How many times have you perused this anonymous list only to find yourself ignoring the positive comments handed out to you and focusing instead on the zingers being hurled at you? More importantly, why do we continue to use a tool that perpetuates the notion of mistrust that we are trying our darndest to combat, especially when we know that the foundation of every healthy culture is rooted in trust?

Truth be told, it is rare for me to come across a district that isn’t currently using this practice to seek input from others. When I inquire why they are engaging in a tool that promotes anonymity and secrecy, they almost always respond, “Because if we don’t, people won’t tell us what they think; they won’t be honest.” When I press further to understand why someone wouldn’t be truthful the follow-up is often, “Because they worry if they are, they will get in trouble; there will be some sort of retaliation or retribution.”

My response is typically the same: “So are you telling me that the only reason we are still using an anonymous survey is that if we don’t, people won’t tell us what they really think and the reason for that is because they worry they will get in trouble? If that is true, then what does that tell us about our culture?”

It is easy to create mission statements, post signs around campus, and pass out school profiles that promote excellence, but can a culture truly be considered excellent if we still must gather input anonymously? I think we have to ask ourselves this very tough question. I am not suggesting that schools blow up their entire systems. I am suggesting that at the very least, we counter this practice, which in my experience is ineffective, and balance it with a practice that will produce better results in our work when implemented effectively.

What is that practice? One on one interviews with your staff.

Visionary leaders are often clear about the direction they want to go, but the humble leader recognizes that she/he must listen to others to help them redirect that vision. What if you could recalibrate your culture with a more transparent survey that would counter or eliminate the anonymous survey and allow us to See the Culture Through the Eyes of Others? Face-to-face, 1:1 conversations could be implemented at all three levels. Superintendents could see culture through the eyes of principals, principals would use staff member input to see it, and teachers would ask students for their help. This, of course, would require an effective process to ensure a better result. Here are a few things to consider if you decide to move in this direction as a system and incorporate the Eyes on Culture Survey with staff and students:

1.   Purpose: Introduce the Eyes on Culture Survey to explain the purpose of the survey. For example: We want to create a culture in which students and staff members can express their thoughts openly, without fear of repercussions.

2.   Transparency: Questions should be provided in advance to give people time to process questions and prepare responses.

3.   Expectations: Everyone will be expected to participate in interviews, but are not required to respond.

4.   Documentation: All responses will be documented in writing and shared with the entire staff.

5.   Collaboration: Everyone will review interview responses and help determine the next steps to be taken.

6.   Agreements: Once everyone comes to a consensus on actionable items, the implementation process will be monitored and measured.

7.   Communication: The superintendent, principals, and teachers will maintain ongoing communication regarding the progress being made.

8.   Celebration: Everyone comes together twice a year to celebrate positive changes resulting from the Eyes on Culture Interview Survey.

One word of caution for school and district leaders if you choose to move in this direction. If you ask for input, you must be willing to accept the responses. You cannot ask for feedback and then dismiss it or complain about it because it makes you uncomfortable or is considered controversial by some. Feedback can be a powerful tool to bring about positive change. It can also have negative consequences if we fail to do anything with it.

My experience with schools with whom I work who have followed this recalibration process has resulted in overwhelmingly positive responses and better outcomes. Of course, any aspect can be adapted and adjusted to meet the specific needs of each school community. However, to ensure the best possible outcomes, I encourage you to follow the process described here and most importantly, to model the practice at all three levels to make the greatest, most positive systemic change.

My friends, it is time to recalibrate!

Note: Click here to download the Eyes on Culture Survey Questions