Overcoming the knowing-doing gap

The flush of new year is now beginning to wear off. New year resolutions (which seemed so right with a glass of red!) now seem to have lost some of their lustre and attractiveness. Left is the uncomfortable feeling that change and achieving goals requires effort and (often) sacrifice.

The same can be said as we begin another year in the world of education. The beginning of the year is a time to re-focus on those things we wish to change and our goals for the year. Our lists can range from simple to complex. From personal to professional. From organisation to team-wide. But how do we ensure they are not just another set of new year resolutions? How can we ensure they get past knowing and into doing?

Pfeffer and Sutton provide some good advice for us in their book The Knowing-Doing Gap. Pfeffer and Sutton describe a range of reasons as to why organisations often under-deliver, or fail to achieve their stated goals. A central premise of the book is that 'there are fewer and smaller differences in what we know than in our ability to act on that knowledge.' i.e. we struggle to transform the wealth of available information outlining what we should do into productive action. 

And at the end of the book the authors offer eight guidelines for action. These guidelines build on the experience of companies which have successfully turned their knowledge into action. I have picked up on four of these which I consider useful 'thought-provokers' for the new year:

1.    Why before how: philosophy is important – successful organisations understand that their people are their greatest asset. As such, they invest time helping these people understand not only what, but why they are doing what they are doing. They embody these understandings in a set of shared principles, guidelines, or values. The best organisations or teams I have been or worked in have taken the time to develop and communicate shared values and direction.

2.    Action counts more than elegant plans and concepts – ‘ready, fire, aim!’ Momentum is critical to success. Small actions informed by evidence and followed by adjustment often lead to change faster than getting stuck in the ‘paralysis by analysis’. Providing an environment where team members can share practical learning and results supports an action focussed culture.

3.    Fear fosters knowing-doing gaps, so drive out fear – there is no learning without mistakes. A culture of rapid improvement requires leaders who encourage risk-taking and avoid a culture of blame and punishment. 'Ako' is a Māori word that describes the state of being a reciprocal learner / inquirer and describes the kind of approach we need as educators if we are going to address some of educations most persistent and resistant problems.

4.    Measure what matters and what can help turn knowledge into action - “The foundation of any successfully run business is a strategy everyone understands coupled with a few key measurements that are routinely tracked.” (Brenneman) 

      As educators we are in the business of human potential. If we are successful our business will provide a secure foundation from which the next generation can step / surge into the future. 

      As leaders we need to consider our role in closing the knowing-doing gap. Others in the organisation will take their lead from what we do, where we spend our time, how we respond to failure, and what is important to us.

      So all the best for the new year. May it be one in which our actions speak louder than our words.