Wednesday, September 19, 2018

Insights for ASPIRE: The Leadership Development Podcast

I was recently interviewed by Joshua Stamper for his podcast, ASPIRE: The Leadership Development Podcast. I'm so thankful to people like Joshua and my friend, Jodie Pierpoint, who are actively creating opportunities for mentoring and growth in aspiring school leaders. 

Below you can listen to the podcast as I share my thoughts about leadership, student voice, adult learners, and mentorship. 

0:46 - My personal leadership journey

"It's been more like a jungle gym than it has been a ladder."

3:29 - The biggest difference between the assistant principal job and the principal job

4:58 - My biggest misconception in transitioning from a teacher to an administrator

"When you're a teacher you worry about your classroom. When you're an administrator, you worry about everybody's classroom."

6:14 - As an administrator, what is the most difficult part of my job?

7:08 - As an instructional leader, how do I help teachers grow in their knowledge and instructional strategies?

"Sometimes that's hard because it means people have to get out of their comfort zones."

7:58 - What is PBIS (Positive Behavioral Support & Interventions) all about?

8:53 - Other than PBIS, how else are we creating a positive culture in our school?

9:57 - What 1 area in education do I want to change as an administrator?

"All kids really want to learn..."

10:40 - What characteristics should every leader have?

11:40 - Many administrators come from the coaching realm. What did I use as a coach that I use as an administrator?

12:35 - What do we do on our campus to increase student voice?

14:08 - How do I find my voice beyond the campus?

"Connecting with others through social media has been a game changer for me as a school leader."

16:16 - How can my e-book, "Handbook for Courageous Leadership," help aspiring leaders?

"It's a handbook for anyone who has inner struggles with fear."

16:51 - My advice for those just starting their leadership journey

18:09 - What is the most enjoyable aspect of leadership?

18:51 - Connect with me on social media, on twitter @Jennifer_Hogan or via my blog,

I hope you can relate to the podcast, whether you are a teacher, experienced leader, or aspiring leader. Feel free to reach out to me if you would like to work with me as a district, school, or individual.

If you would like to order my e-book,  Handbook for Courageous Leadership, please click HERE.

Monday, September 17, 2018

COMPELLED: Week 2 - Compassion

Welcome to a new 15-week series where I share quotes, examples, and/or stories about 15 of the characteristics that I believe are demonstrated by Compelled Educators everywhere. 

I hope you will share your favorite quote or story each week in the comments below. You can also leave a comment on the Compelled Educator Facebook page

Compassion, as defined by Merriam-Webster, is "sympathetic consciousness of others' distress with a desire to alleviate it." 

I had a professor in college who talked to us, future teachers, about having "with-it-ness." She meant that when we were in the classroom, we needed to be aware of everything... the talking in the back of the room, the passing of notes, the students who were wrestling with the content, and basically all of the actions and feelings that were happening in the room. I define that as BEING PRESENT. 

As educators who are compelled to do what we do, we have a greater purpose than just teaching content to our students. We have systems created for efficiency and we manage our classrooms, but greater than all of that, we teach the student about life. We pay attention to their needs, we notice when they're having an "off day." And we are fixers. We understand that our content is just the vehicle for us to be a part of our students' lives and to do what we can to help that student in whatever way we can at that juncture. 

We don't look ahead and talk about the future that is to come. We are PRESENT in the present. Kids come to us as kids with bigger issues than we had when we were their age. When we model and demonstrate compassion, kids know it. They see it and feel it. 

Don't underestimate the power of compassion. 

In an article in Education World, they share 10 ways to show active compassion. Here are my top three favorites from the article:

  •  Cultivate a deep appreciation of others by taking time to get to know them, asking carefully thought-out questions, and listening carefully to their answers. Develop the ability to sense how others are feeling by closely studying body language.
  • Maintain your temper and a calmness of mind even when faced with chaos or an explosive situation.
  • Keep an eye out for anyone who seems to be suffering in any way, perhaps a student looking unhappy or a colleague looking stressed. Try to help, perhaps by being an active listener.

The third item in the list above is extremely important to me. I made the difference for one of my students who was planning to kill himself. It was a moment that changed my life. 

Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.   
-Leo Buscaglia

Share your stories of compassion in the comments below or connect with me on twitter

In case you missed it:
COMPELLED - Week 1 - Humility

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Five resources for teaching vocabulary

If you've been following this blog for a while, you know that I'm passionate about TEACHING vocabulary and not just assigning it. 

I have to admit that I, too, have just assigned words in the past. My biggest "aha" moment was when I was a young teacher and I had a student in my class who was from Russia. I gave the students a homework assignment to copy the vocabulary words from the chapter and copy the definitions from the back of the book. When the student turned in his work, he had used the Spanish glossary at the back of the book. At that moment, the light bulb went off and I realized just how ineffective my assignment was.

The problem wasn't that I didn't WANT to teach vocabulary, it's just that I really didn't know how to teach it. Over the years I have read and learned as much as I can about teaching vocabulary, and I share what I have learned with the teachers at our school and with the readers of my blog. 

Before I share my new resource with you, I want to recap four resources I've written about previously. 

If you click the image above, you can read about a specific technique that teachers can use with any grade level to teach vocabulary. If you're a parent, I challenge you to try it this summer with your own children. You can also go ahead and download or print the PDF that's linked in the post and tuck it away with your plans for the next school year. 


A resource that you can use with staff members can be found in the post, How to help struggling readers. It helps to create the WHY around teaching vocabulary. While it's technically not a teaching strategy, it is powerful and reminds us of the role of vocabulary in reading comprehension.


Looking for an awesome book on how to help teenagers to read? This one is packed with practical strategies that can be implemented in a classroom. After you read what I highlighted from the book, I would love to hear your thoughts on them. 

Here's one of my favorite quotes from the book:

"For vocabulary instruction to be effective, students need to have numerous opportunities to use words and to receive feedback about how well they are doing their word usage.”

That strategy was definitely NOT on my radar when I assigned the vocabulary list to my students long ago! I just keep thinking of what Maya Angelou says... when we know better, we have to do better. 


Kids love video. They watch it, they record themselves, they share their videos. 

I've found that in class, they are very hesitant at first to do an academic recording. Has this been your experience, too?

Recap is a great resource to use for short videos (See what one of our math teachers did with Recap), and Flipgrid is another terrific and easy-to-use resource for learning about vocabulary. 


A new resource that I learned about this week is a person. Her name is Vocab Gal. (Don't you just love it?!)

The image above is linked to her blog (Sponsored by Sadlier). There you will find some VERY creative ways to teach vocabulary! For you Pinterest fans, you can also follow her board on Pinterest. And finally, if you like to keep up on Facebook, you can follow her page on Facebook

Do you or someone you know have a strategy for teaching vocabulary that works? I would love to hear it! Please shoot me an email (click the icon on the top right of the page) or connect on twitter. I would love to hear from you!

Thursday, September 13, 2018

Can leaders have favorites?

Each week, I pose a question to our Women in Education Leadership Voxer group. This summer, we discussed the question, Can leaders have favorites?

The question was prompted from a session I attended on Crisis Management Training, where the presenter asked us to think about a person who - when we seen them coming - makes us happy. Someone we look forward to interacting with. Someone who makes us smile when we see them. (Are you thinking of that person now?)

As humans, we experience this. There are people with whom we naturally get along better than others. There are people who share our beliefs, values, and experiences that create bonds with us. 

As leaders, it is important that we recognize these tendencies in ourselves so that we don't extend privileges to those who are our favorites. 

In a study done by Georgetown University's McDonough School of Business and research firm Penn Schoen Berland, they interviewed 303 senior business executives at U.S. companies with at least 1,000 employees.  A whopping 84% of those surveyed said favoritism takes place at their organizations, while only 23% admitted that they practice favoritism. 

What does showing favoritism look like?

--When a person is selected for a task, committee, or award because of anything other than the fact that he or she is the best person for the job or acknowledgement

--Spending more time with certain people at functions, during meetings and breaks, and after hours

--Giving better schedules to some employees than others

--Overlooking mistakes or rule-bending for some employees and not others

How does showing favoritism affect culture?

--Career Coach Ryan Kahn of The Hired Group  told Forbes, "By not treating everyone equally, a manager is fostering a sense of resentment and separation that can de-motivate employees and damage team unity. Also, by focusing attention on particular employees, it’s easy to overlook growth opportunities and unique skill sets offered by others."

--When employees don't believe that their work will be recognized and valued, it will cause them to feel resentful and unmotivated to achieve excellence.  At the end of the day, everyone in the organization must be working towards a common goal. Favoritism by a leader is a quick way to derail employees from their mission.

How do we keep from showing favoritism?

--Use meetings as an opportunity to be transparent about why certain employees are chosen for certain responsibilities. Talk openly about decisions and the criteria for selection. 

--Hold all employees accountable to the same standards. Keep track of leave, absenteeism, tardiness, and share these with employees frequently so that everyone knows where he or she stands. 

--See the good in everyone, and don't avoid employees who don't perform or who are not "favorites." As the leader, take the responsibility for reaching out and going more than halfway to make a connection with each employee. 

--To minimize perceived favoritism, create a feedback loop where employees can share situations where they perceive that favoritism is shown.

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Monday, September 10, 2018

COMPELLED: Week 1 - Humility

Welcome to a new 15-week series where I share quotes, examples, and/or stories about 15 of the characteristics that I believe are demonstrated by Compelled Educators everywhere. 

I hope you will share your favorite quote or story each week in the comments below. You can also leave a comment on the Compelled Educator Facebook page

Have you ever been around a person who is not humble? I once knew a school principal who was not. Because of this, he didn't delegate well.  1) He thought he could do it better, and 2) he wanted to take the credit for almost everything that worked or was a positive for the school. Rarely did he talk about the team, and often he took credit for it being his idea. 

I also once knew of a superintendent who was not humble. When something good happened, she would credit herself and the team, but when something not so positive happened she would recognize the individual "responsible" - not making herself a part of the "team" in those instances. 

"The fullest and best ears of corn hang lowest to the ground."  
-Bishop Reynolds

I've also been around people who displayed false humility, and it is something I struggled with when I was younger. I felt it was prideful to accept compliments, always shrugging them off while belittling myself inside my head. As I have grown older I've learned more about myself, about shame, and the difference between true humility and false humility. (This chart is a great tool for comparison.)

Kate Nasser, The People Skills Coach, wrote a great article called "Humility People Skills: 10 Ways to Stay Humble in Success." 

Here are my three favorite suggestions from her list, as I can personally relate to these three more than the others:

1. Once a week, have someone teach you something they do well that you don’t.  Being a willing student helps you stay humble.

2. See those who live with a severe chronic illness and still give generously of themselves.  Humility redefines struggle and strength.

3. Become and stay curious with others. Ask one question each day to expand the mind and humbly learn from different views. Humility can be intensely interesting and enjoyable.  Curiosity sparks humility.

(What is your favorite suggestion from Kate's list? Leave me a comment!)

Humility magnifies other positive characteristics, and I'll soon be leading a twitter chat on how humility shows up in leadership. I hope you can join #APchat on September 30, 2018 at 8pmCST and contribute to the conversation. 

True humility is not thinking less of yourself; 
it is thinking of yourself less. 
-C.S. Lewis

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Sunday, August 26, 2018

People grow where they're loved

Perhaps you have heard the analogy that education is like tending a flower garden. There are times when educators can concretely know that they've had a positive impact on a students, but there are also times when we only feel like we've "planted a seed."

I saw this quote from Bob Goff recently on Instagram (posted by the awesome Ali McWilliams), and I got to thinking about the education - gardening analogy.

Gardeners don't just plant seeds and hope that the seeds will grow into beautiful flowers. they do everything they can to ensure that the seed has the best chance possible to survive and thrive. They deal with extreme temperatures, too much or too little rain, as well as insects and other deterrents that work against their plants reaching their full potential. Also, gardeners know the kind of soil in which each plants grows best and how much sun and water the plant needs. 

When we plant seeds as educators, we must give as much love and care as we can to the "seeds" to give them the best chances possible to grow into beautiful flowers. 

While we know that some people seem to be born with a green thumb and know the art of growing beautiful plants, there is a science that can't be ignored. The same goes for education. We must respect the research and science behind instructional strategies, but we must also pay attention to feelings and attitudes that contribute so much to the success of the student. 

Let's take out our watering can and gardening gloves and get to tending!

Join me for a 15-week series of inspirational quotes each Monday beginning on September 10! Each Monday, I will share quotes and graphics that will celebrate characteristics of COMPELLED educators.  The first week will be a focus on Humility. I can't wait for you to join me on this 15-week journey!

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Sunday, August 19, 2018

Stop the Comparison Game

Stop the Comparison Game by @Jennifer_Hogan

In a world without social media and connectedness, we realize that what we know about others is what they show us. Their emotions, their body language, their demeanor... they are all chosen specifically to allow or prevent others to know what's happening on their inside. 

In a world WITH social media and connectedness, we realize that what we know about others is what they show us. Their happy times, awards, celebrations, and proud moments... they are all chosen specifically to allow or prevent others to know what's happening on their inside. 

Stop the Comparison Game by @Jennifer_Hogan

We can't completely know others by what is shared on social media. And it's time to stop the comparison game. We see the fruits of another person's labor, and we may not see the journey that helped them get there. 

Comparison leads us down a back road of resentment and lies about our own capabilities and paths to success. We begin to believe that our best is not good enough, and we forget to celebrate - or choose to ignore - our wins. 

The message that is on a continual loop in our brains must be trained to seek out our unique gifts and talents so that we hear positive messages instead of negative ones. 

Avoid the statement, "I'll never be as ______ as him/her." Try celebrating the other person, then give a compliment to him/her. Follow up with a positive message to yourself about your abilities and gifts.

We are all on our own journeys, and we must remember that we only see what others want us to see. Let's stop the comparison game and use our individual strengths to come together for the greater good. Let's focus on being the best version of ourselves that we can be. We all matter, and the world needs each of us.

Saturday, August 4, 2018

Why I Tribe with the #CompelledTribe

For our August topic, the Compelled Tribe members are sharing our responses to the prompt, “Why I Tribe.” 

Growing up, I always loved playing team sports more than individual sports. Whether it was during PE class, school teams, club teams, or neighborhood games, I really enjoyed having teammates, doing well for them, and working together to be successful TOGETHER.

As I’ve gotten older, I find that I still enjoy an environment of teamwork and camaraderie. Getting to know myself better as I've gotten older has also helped me to realize just how important a team environment is for my productivity, creativity, and I might even venture to say my sanity. It’s one reason I love working at Hoover High School, and it’s the reason I felt a sense of urgency for creating the Compelled Tribe

Here are a few reasons why I love being part of a team and Why I Tribe

     +Increased Motivation - Having “accountability partners” keeps me on track and motivated to continue on this blogging journey. They remind me that my voice matters and that I have something to contribute to make the world of education better. 

     +Constant learning - Reading members’ posts teach me something each time, and I continue to learn about myself through reflection and feedback.

     +Problem-solving - Bringing expertise together is a great way to get ideas, share insights, and figure out solutions to problems. 

     +Support and encouragement - We all have “those days” where we feel unappreciated, overwhelmed, and defeated. Tribe members provide the awesome reminder that we are appreciated, loved, and respected. I love that we are rising tides for each other. 

Jim Rohn says that we’re the average of the five people we spend time with the most. This includes real-life and online relationships. It's important to be very intentional about the people we surround ourselves with, because we must ensure that the relationships we have and keep are those that continue to lift us up and help us to be the best that we can be. 

The Compelled Tribe is full of members who do just this, and I feel very fortunate to have them in my life. 

How do you create teams in your life to support you? 
What teams are you a member of? 
Leave me a comment below or reach out to me on twitter and use the hashtag #CompelledTribe.

Wednesday, July 11, 2018

How one large public high school is supporting students with mental health issues

Public Education is an awesome, difficult, inspiring, challenging, and rewarding concept and opportunity. When we agree that all means ALL, we commit to educate and grow every student that walks through our door. During my 24 years in education, the needs of students have become greater and more diverse, and schools are seeking ways to meet the most vulnerable students to the highest achieving students. 

Today, up to 1 in 5 children experience a mental health disorder in a given year. When untreated, symptoms can show up in school - disruptive behavior, chronic absence, low achievement, and dropping out of school. Sometimes, the mental health issues can cause a student feel so anxious that they refuse to attend. 

With limited budgets and lack of awareness, knowledge, and training, schools are missing out on an opportunity to change students’ lives for the better. I would like to share how we assist our most vulnerable students at Hoover High School in our “school within a school” program called New Beginnings.

The New Beginnings program is for students who deal with social, emotional, and or mental issues that prevent them from being successful in a public high school. Until last year, it had been “housed” at a separate building in our district where it, along with our punitive alternative school (which met in a different part of the building), had its own principal, teachers, and counseling staff. Last year, the building was sold and the New Beginnings program was moved to be housed in each of the two high schools to serve the students in their home schools. 

The first year it was moved to our school, it was considered a failure. I want to share the pitfalls of the program so that if you implement something similar, you will know where we stumbled and can avoid the potholes. 

We designated a classroom for the New Beginnings program where students would remain from first through fifth periods. Teachers from different content areas would rotate to the classroom to work with students on an online curriculum. (The period that they rotated into the New Beginnings classroom became one of their five teaching periods for the day.) Our school social worker as well as grade-level counselors would check in on the students occasionally, but with roughly 700 students in our large public high school, we can’t say that the students in the New Beginnings program got the attention they needed from our staff. The teachers worked hard to help the students to be successful, but very little work got accomplished in the online program and with teachers rotating in and out of the classroom, there was no continuity or anchor for our students. They continued to drift along, and we realized that there needed to be a change. 

In the summer of 2017, one of our counselors, Dr. Debbie Grant, and I volunteered to oversee the program. The superintendent had agreed to fund a full-time counselor for the program, so Dr. Grant moved from being a grade-level counselor to the New Beginnings counselor. This meant that she would be in the classroom all day with the students and provide the consistency the program and students needed. Dr. Grant is a licensed professional counselor (LPC), and she and I have heart to advocate for the students who can’t, or don’t know how to, advocate for themselves. 

To enter the program, students and parents must fill out an application. Students must want to be in the program for it to be successful, otherwise you will have students in the program who can become resentful and work to resist and possibly destroy the trust and community in the program. Parents sign a release that allows Dr. Grant to talk with doctors, counselors, and/or therapists. This allows all adults to work together to support the students and to ensure that students are getting consistent messages from their adult advocates. 

The physical space is a former computer lab that is located in our library. It has an entrance in the library, and it also has a door to our courtyard. This extra exit has been beneficial at different times, like when a student and Dr. Grant need to do a “walk and talk” or if a student needs a few minutes alone in the courtyard to regain composure. 

The space also has a restroom, kitchen area, and refrigerator. Students not having to use the public restroom at the school eases a lot of anxiety for several students, and it reduces travel time that results in lost work time. Dr. Grant created “pods” with the desks, and she provided several flexible seating options, including a small sofa, a beanbag, and bungee chairs. She provided lots of different lighting options, and she set up a  “puzzle table” in the room. Students needing a mental break can spend a few minutes at the puzzle table before returning to work. Dr. Grant also provided Rubik’s cubes, fidget spinners, colored pencils, stress balls, and more for each pod.  

The first period of the day is “Academic Success,” a time for students to do community building activities, have breakfast, discuss relevant issues, learn study strategies, review grades, work ahead in their classes… anything that they need to do to help themselves to be successful in the classroom and in their coursework. 

Second through Fifth period are designated for core classes: science, math, English, and social studies. (Students in Alabama must have 4 credits in each core area to meet graduation requirements in those areas.) After fifth period, students have C.R.E.W. (advisory) time for half of a period, then lunch for half of a period. Students can eat in the lunchroom, courtyard, or in the New Beginnings classroom. After lunch, students can go to electives in the building or go home if they have virtual classes or senior release (early release due to being on track with credits toward graduation.)

Besides creating a special physical space for the students in New Beginnings, Dr. Grant also created some special events for the students. In October, our Theatre department hosts “Haunted Hallways” through the school. (It’s is a weekend fundraiser for the theatre department, and the students in theatre classes learn about make-up, special effects, fundraising, advertising, role-playing, deadlines, and teamwork.) Dr. Grant met her students at the school and they all went through the haunted hallways, then they went to the NB classroom where she had snacks for them, and they watched a movie together. 

She had a speaker come in from a Jefferson State, a local community college to talk to her students about college admissions. 

She took the students on a field trip to the McWane Science Center. Some students had never been on a field trip in high school. 

Dr. Grant led students through a book study, The Seven Habits of Highly Effective Teens, where they learned and practiced the seven habits.

The class had an end-of-year cookout in the courtyard after one of our full days before semester exams started. 

Most importantly, besides these events, a sense of belonging and safe community was created for the students in the classroom through daily actions. Greeting each student as they entered the room, talking about the hard to talk about, holding as-needed “therapy sessions,” and providing a judgment-free zone were some of the small but powerful actions that created an atmosphere of trust and comfort.

Leaders in the class started to emerge, friendships were created, and lifelong memories were forged.

At the end of the year, the students wanted to meet with me to share their thoughts about the New Beginnings programs. 

Here’s what some of them said:

“Last year, I was basically a mute. I didn’t talk to anyone. I had no friends. This year, I have friends and I belong.”

“This program has literally saved my life. I wanted to kill myself earlier in the school year, and if it weren’t for this program, I wouldn’t be here right now.”

“Before this program, I was going to drop out. I didn’t care. I wouldn’t be a high school graduate without this program.”

The students all know the philosophy about the program -- it’s “part of the journey and not the destination.” Our goal is for students to learn coping strategies, confidence, and motivation to be able to go full-time in a regular classroom. We think that it would be better for the student to be in a building full of people who care about them on a daily basis before they go out into the “real world” after high school. We have also reassured students that if they are not ready to leave the classroom, they can stay in the program as they need to. In fact, we will have  senior this year who will be in the program first period for Academic Success, and she will go to 3 core classes that are advanced and not a part of the online course options. She will come back to the New Beginnings classroom for her government and economics class, then she will be able to leave school early with the senior release option. She is the go-to person in the room for other students, and she has become a role model for other students.

While we know that not every school could implement a program like this, we do know that our “school within a school” could serve as a model for schools who have been looking for a way to support students who suffer from mental health issues or anxiety about attending school. I encourage you to rethink your physical space, master schedule, and advocates in your building. 

If you would like to learn more or come and visit our school and see the program in action, please contact me via email or send me a direct message on twitter

Thursday, July 5, 2018

Nine ways to develop an exceptional culture

It was the spring of 1984, and father was working in Birmingham, Alabama, and his family - my mom, my younger sister, and me - were supposed to move that summer. (That meant a new school and new friends for this VERY shy teenager.) My dad had heard about a school called Berry High School that he thought might be a good fit for his daughters. He was looking for a school with a good girls' sports program, so he went to visit the athletic director. 

When my dad got to the school, he asked where he might find the athletic director, and someone told him that he would be in the gym. My dad says, “I saw this guy sweeping the floor and asked if he could tell me where the athletic director was. The guy said, ‘I reckon that would be me.’ That guy was Bob Finley."

I was lucky to get to play my last two years of high school basketball for Coach Finley. He created a culture of excellence and hard work in everything he did. (Here's a great article written a few years ago about Coach Finley's legacy.)

When I think of Coach Finley, I remember 

...that he never liked "hotdogs." He once pulled a player from the game when she pointed in the stands after making a shot. 

...we practiced the fundamentals. He made sure we knew them and practiced them until it was second nature and until we did them well.

...politeness along with competitiveness. He picked up trash in the bleachers after games. He was respectful to others. He wanted us to win. He wanted our actions on the court to speak for themselves. He never asked us to do anything he wouldn't do himself.

...he was a man of character. He set positive examples for integrity, grit, and hard work. 

So, when I saw the tweet below, it took me right back to high school and my fond memories of Coach Finley.

How can we as school leaders develop an exceptional culture?

Developing an exceptional culture by @Jennifer_Hogan

1 - Do the little things. Never be "too big" to do little things yourself. Clean up. Hold the door. Be at a post. Smile. 

2 - Be ON the team, not apart from the team. Have employees' backs. Work on the work together. 

Developing an exceptional culture by @Jennifer_Hogan

3 - Be open to stepping away from organizational charts. Empower others to hold each other accountable for the mission, vision, goals, and results.  

4 - Keep raising the bar. Don't settle for complacency, including the decisions where it would be "easier" to settle.

5 - Own your energy. We are responsible for the energy we bring to each and every interaction and relationship. Be relentless to share positive energy only.

6 - Keep your word. Period.

7 - Set gutsy goals. People want to be part of something bigger than themselves. 

8 - Focus on the journey. Trust the process, and the results will take care of themselves. Focus on the people, lessons learned, successes, and stay consistent.

9 - Love your team and the work. Roll up your sleeves, enjoy yourself, laugh, and love the people with whom you get to do the important work. 

Developing an exceptional culture by @Jennifer_Hogan

Developing an exceptional culture is no easy task. In your experience, what would you add to this list? Which one resonates the most with you? I look forward to hearing from you either in the comments below or on twitter.


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