The beginning of the school year... new notebooks, new clothes, new teachers, new initiatives! Because it wouldn't be a new year without a new program or practice, rolled out in a shiny new package. And while this might be the best plan since plans began (I may even be the one cheering it on), the addition of one more program already drains me of energy. Is it because I didn't get enough rest over the summer? Not enough quality time? No, it's more likely initiative fatigue.
There actually is The Law of Initiative Fatigue. It states, "when the number of initiatives increases while time, resources, and emotional energy are constant, then each new initiative—no matter how well conceived or well intentioned—will receive fewer minutes, dollars, and ounces of emotional energy than its predecessors." (Thank you Douglas B. Reeves)
In short, three things are at play: resources (money), time, and emotional energy. Money is not typically ours to control, so that leaves us with time and emotional energy. Time is fixed. Add a new initiative and you will have fewer minutes for last years new plan (do we even remember the acronym for the program five years ago?). And emotional energy? As Reeves states it, "Emotional energy is variable but has limits that are exhausted quickly by school leaders who ignore the reality that even the most dedicated employee can be resilient but will refuse to be an eternal Bobo doll, rising from each punch to endure another blow."
Emotional energy is fueled by choice and passion. When I feel connected to a priority or program because it aligns with my values, my energy seems endless and almost infectious. I choose to expend my energy to make a difference. But when a dictated initiative is not inline with my values, I struggle to get onboard.
In the words of Jane Austen, "Nothing ever fatigues me but doing what I do not like."
There actually is The Law of Initiative Fatigue. It states, "when the number of initiatives increases while time, resources, and emotional energy are constant, then each new initiative—no matter how well conceived or well intentioned—will receive fewer minutes, dollars, and ounces of emotional energy than its predecessors." (Thank you Douglas B. Reeves)
In short, three things are at play: resources (money), time, and emotional energy. Money is not typically ours to control, so that leaves us with time and emotional energy. Time is fixed. Add a new initiative and you will have fewer minutes for last years new plan (do we even remember the acronym for the program five years ago?). And emotional energy? As Reeves states it, "Emotional energy is variable but has limits that are exhausted quickly by school leaders who ignore the reality that even the most dedicated employee can be resilient but will refuse to be an eternal Bobo doll, rising from each punch to endure another blow."
Emotional energy is fueled by choice and passion. When I feel connected to a priority or program because it aligns with my values, my energy seems endless and almost infectious. I choose to expend my energy to make a difference. But when a dictated initiative is not inline with my values, I struggle to get onboard.
In the words of Jane Austen, "Nothing ever fatigues me but doing what I do not like."
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