Develop Your Network

As an afterschool leader, you've probably heard this advice numerous times - get out and network. But you might not know how or where to begin. Maybe it’s been suggested to you to keep track of people you meet, add their contact information into a database, and have a presence and be sociable at professional events. Some think that networking involves nothing more than collecting friends on Facebook or making connections on LinkedIn. Too many never learn how to move beyond meeting people to effectively make their networking experiences work for them. It's unfortunate that people are not provided with extensive training about how to develop a network.

NAA wants to help.

Developing a professional afterschool network is more than keeping track of people you've met or know in the field. To be effective, your network must consist of people who not only know you, but also like you and trust you. People in a close knit network will always have you in the back of their minds - and they'll watch your back. They genuinely want to see you succeed.

To develop an effective networking, people need to be able to see you as an individual willing to give as much or more than you receive.

Networking is not about keeping score of how many contacts you can collect to serve your own self interests. It is not about who owes someone else for some favor. Successful networkers have influence and attain it by placing others' interests first. They know how to be a friend, care for people, and make others feel good about themselves. They become magnetic.

Networking is a cycle of giving and receiving.  You put something in, and you receive in return. Your true worth is determined by how much you give compared to how much you take from others.

Come to the 2012 NAA National Convention in Dallas where you will be provided numerous opportunities and the best platform to develop a network on a national scale. Connect with those who do what you do, give of yourself, and great things will happen professionally as a result.

Paul G. Young, Ph.D.

President & CEO

National AfterSchool Association

The Great Penny Debate

Recently, on a flight to Florida to attend the FASA Fall Conference, while reading Southwest Airlines’ travel journal, Spirit Magazine, I saw a picture of a piggybank with the heading "it costs 1.8 cents to make a penny.” Since that made no sense to me, I was compelled to read further. Did you know, according to the U. S. Mint's 2010 Annual Report[1], that rising costs of zinc and copper have made it impossible for the government to make a penny for less than one cent? And it costs 9.2 cents to make a nickel! The government lost $27.4 million last year just making pennies. Even more making nickels! And this has been happening for nearly 5 years!

I don't know about you, but this bothers me. Can't anyone in our national government (or private citizen groups) rise up and stop this example of economic waste and bleeding? Why does the great penny debate need to continue?

Still bothered, I began contemplating how the great penny debate impacts afterschool. What could we as a profession (especially our nonprofits) do with what's being lost making these outdated coins? You can only imagine. But you can also likely agree that, like the government, our professional would benefit if we could eradicate outdated practices.  But change is hard (and obviously long overdue for the pennies and nickels that constitute change in our pockets).

So I began (and I want you to join me here) thinking about how many wasteful and outdated practices we have forced upon us and tolerate burdening our profession. For starters, the hidden costs of required trainings, licensing, compliance costs, outdated paperwork (much of which could be automated) come to mind. But like the government, and perhaps because of it, we throw money down the drain without questioning, changing, and eliminating practices that are no longer practical or cost effective.  In many cases, afterschool programs are caught in a bind, forced to continue charging similar rates and provide services that are more expensive than the actual costs of supplies and resources.

Like me, maybe you didn't know that in today's world it cost more to make a penny than it is actually worth. Seems like an insignificant issue until it adds up. I know I’ve never complained about it until now, and I doubt you haven't either. But if we all joined forces and persistently voiced our outrage at this great penny debacle, I bet we could affect change (and not just in pennies and nickels).

We could certainly make change (in dollars) by speaking out more on the cost prohibitive practices impacting afterschool. What are we worth? How much more does it cost to do what we do than what we receive in return? How are we relevant?  How are needed in a bigger scope of business and education?

Join me in raising a multitude of great money debate questions related to school and afterschool. It's unlikely that we’ll get lots more money, but not improbable. If we do nothing, change is unlikely. And while we raise questions and re-evaluate, we can focus on ways to save, do our work more efficiently, and discard practices that no longer have value.

Together, we can make change.

Paul G. Young, Ph.D.

President & CEO

National AfterSchool Association

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[1] http://www.usmint.gov/downloads/about/annual_report/2010AnnualReport.pdf

Finishing Strong

One of my most embarrassing moments occurred when I was a junior in high school. To end the year, our school had scheduled an outdoor field day complete with games, sporting events, and races for all levels of competitors. Because the seniors had already graduated, like many of my classmates, I was discovering the new-found arrogance of being a senior – at the top!

Because I had always been lean and lanky, running had become sport while my brothers excelled at football and basketball. So for our field day, I entered the one mile run. As I considered the competition, I presumed that I would do well – and maybe win the race.

The race consisted of four laps around the high school track. I hadn’t trained that spring, but because my legs felt good, I quickly rushed out to the front to take the lead – and by a considerable distance after the first lap.

At the halfway mark, the burning cramps began. The lead that I had built  gradually started to erode.  My pace slowed, and those who had been applauding my prowess suddenly began cheering for the slower (and smarter!) runners to catch me.  I can remember the looks on the faces of some of my friends and teachers as I passed them in the stands on the third lap. During the fourth lap, with most of the runners passing by me, I had slowed to almost a crawl. I finished dead last – embarrassed – yet I somehow summoned the strength, despite severe pain, to complete the race.

Years later, I realized that I learned some very good lessons that day.  We learn from our mistakes. Training is essential. Pacing is the key to long term success. Patience is a virtue.

I’ve always wanted to go at a fast pace. Many times, my mother admonished my impulsiveness by reminding me that, because of my rush to be born, she barely reached the hospital. As an educator, going too fast often confused my students. My insistence to complete tasks quickly came off as aloofness and arrogance with my colleagues. Even today, when I feel the urge to rush, I’m reminded of my infamous race. As difficult as it was, I learned that pacing coupled with continuous training, especially at the end of the race, is essential for success. By picking myself up, dealing with my humiliation, and facing my friends, I learned a lesson about perseverance.

Every child must learn the lessons I’ve shared. They are an integral part of the ‘hidden curriculum’ found within every school and afterschool program - not easy to experience from books. They must be lived, as painful as they might be. We’ll all get knocked down. With training, we’ll learn how to get back up.

Even as adults, we must never lose sight of the value of continuous training. It might be uncomfortable to sit in a class. It’s not fun to practice and prepare while others appear to play. But we can’t expect to effectively lead others unless we have prepared ourselves to do so.

Today, I continue to run for my health. I’m not as fast as I used to be decades ago, but I’m proud that I’m still working at it, long after many others have hung up their shoes. But more imperative to me now is the importance of maintaining the strength and endurance of my mind. To succeed until the end, I have to train it. So I read, write, think, speak, and welcome opportunities to learn with others. I train and practice every day. My goal is to finish strong.

Like me, you may wonder what lies ahead. You may doubt if you are up for the race. But I can assure you, getting to the finish line isn’t what matters most. Conditioning in order to enjoy the run is much more important. Let’s enjoy training - together. Our ultimate goal will be to finish strong.

Paul G. Young, Ph. D.

President & CEO

National AfterSchool Association

Surviving in Tough Times

Like everyone else, I wish this depressed economy had already recovered by now. Everywhere I go, I hear afterschool program leaders bemoan how times are tough and how balancing their budgets has forced them to do more with less, adding to their stress. Some have bundled jobs to get the work done in order to serve their program participants. And most often, those who are doing more and more of those bundled tasks are the program leaders. As their staffs get smaller or work fewer hours, there still remains more work to do, with less help.

What are we to do?

We must hang together. If we get better at sharing our resources and ideas, utilize technology in ways that reduce work, and protect our time to learn together - at all costs - we can ride through anything. We must continuously analyze our work and eliminate the clutter, streamline repetitious tasks, avoid reinventing the wheel, and better support each other. This is not a time for afterschool professionals to work as lone rangers.

And if it helps, let’s remember that we aren't the only Americans who have experienced tough times.

For example, we can learn lessons from the Great Plains pioneers. They used the strategy of circling wagons when they faced attacks. Afterschool professionals must utilize that today. That means we must always be on the lookout for threats, provide support, and come together to protect each other. Those veteran trailblazers taught each other critical survival skills. We must, too! Considering the scope of the life and death challenges they faced, with vigilant support and strategic thinking, I think we can weather these tough economic times. But we can't shoot at each other, compete at each other’s expense, nor allow renegades to go off and stir up trouble.

Part of the value of your NAA membership is that we have the forum at state and national levels to engage in these important survival discussions, talk about them, teach coping strategies, and show that we care for one another.

Join your professional association, help shape the survival strategy of afterschool, and reduce your level of stress knowing that you have thousands of colleagues who've got your back.

Paul G. Young, Ph. D.
President & CEO
National AfterSchool Association

Dealing with Frustration



Early Bird Registration Is Now Open
(visit http://www.naaweb.org/ to register)
Submit a Request to Present a
Workshop Now Until the End of September



If you are like me, you're feeling the frustrations of the lingering recession, political stalemates, pressure to do more with less, and the lack of time to do everything that needs to be done. Everywhere I look, I find more that can be done and things that I could do even better. It would be easy to lose control and give up. But I learned long ago that nothing worth doing would ever be easy.

When frustrations mount, we have to make time for ourselves. That means we create time to relax and get away from the daily ‘gnawing gnats’ that pester us and add to our worries. It's important to refresh our bodies for good health. It’s even more important to refresh our minds for good mental health. I do that by connecting with others who do the work that I do, commiserating if I need to, and listening for fresh ideas that will help me address my frustrations. I've learned that the worst thing I can do is try to go it alone. That just leads to an isolated feeling and adds to my frustration level.

I invite you to join us in Dallas, Texas, where together we can support ourselves through these tough times. The NAA staff, the NAA Board of Directors, the Convention Planning Team, and I are committed to assuring that those attending get the support and ideas they need to survive and thrive during tough times.

So pack your running or walking shoes and join us for the GO FAR 5k race/walk during which you can relieve your stress and improve your health. If that doesn’t appeal to you, try our Zumba class. You’ll have numerous opportunities to learn from 200 expert presenters who will surely give you new ideas that will brighten your workdays.  We also hope you will gather ideas from our Science and Arts Fairs about how you can promote STEM activities and make them in to STEAM by integrating the arts throughout your program this year. A focus on the arts will not only increase creativity, but they’ll make us feel better. Nowhere else will you have the opportunity to hear celebrity speakers like we have for this year’s convention.  Our faithful vendors and sponsors will have the latest and best materials and resources that will help you become the best at what you do.

Most importantly, though, things are always bigger in Texas, and the quality of support that thousands of your colleagues will provide you when we gather for the nations’ greatest event for afterschool professionals will be immeasurable – and it will greatly help us deal with these frustrating times.

I hope to see you there.

Paul G. Young, Ph. D.
President & CEO
National AfterSchool Association

Escalefters

I recently saw a new term, escalefter, on a subway message board. If you've ever stepped on a moving walkway in an airport terminal or ridden an escalator at the mall, you've likely encountered one. They are those individuals that choose to nonchalantly stand on the left side of the walkway or escalator completely oblivious to any warning announcements and fully blocking the forward movement of those with a more determined destination. They seem unaware of the hustle and bustle around them or the inconveniences they are creating for others.  But, of course, we've all probably encountered some that know exactly what they are doing and continue do it deliberately, anyway.

I think there are three kinds of people using escalators and moving walkways. Those who are (1) too lazy to walk and instead choose the entitlement of a free ride, (2) those with drive, ambition, and vision who know where they want to go, and (3) the escalefters. Of course, an argument can be made for a fourth type - those independents that choose to walk and arrive at their destination on their own terms and at their own speed.

Which are you? I think these same types of people exist in every workplace - even the afterschool field. We all know there are some people who are simply lazy and saunter through life. They just ride along. Quite the opposite are those with vision and determination to get things done. They see the escalator as a means to go faster, do more, and save time. Escalators were made with this group in mind. Then there are the escalefters who block the progress of others, knowingly or not.

What about the fourth group?  Some of them are loners who choose to avoid the fast pace and do their own thing. Some are afraid. Others choose walking for their health rather than riding (don't they know they can walk even faster on a moving walkway?). And then there are those few who are so lost that they can’t even find the entrance to the escalator.

Escalators and moving walkways were designed to facilitate the movement and lifting masses of people toward their different destinations. Likewise, we create many paths and structures in our workplaces that do essentially the same things. And everywhere these same types of people exist -  loafers, movers, shakers, and blockers.

Let's not inhibit, or escaleft, those with vision who want to move our profession to a higher level even though there may be differing destinations. If they err, they'll redirect. They'll move to another walkway or change direction. But they'll still be moving forward. And they'll still be much farther ahead of those who just ride along.

Let’s work to convince escalefters to get with the flow or stand to the right.  They might get run over if they don't.

The Quest for Quality

Creating quality in afterschool programming is everyone's desire and everyone's responsibility. But how does it really come about? Is quality the result of a curriculum, a healthy budget, type of program offerings, education level of the frontline staff, number of program partners, amount of resources, or something else?

I suggest that quality is most directly correlated to the leadership capacity of the program director. That individual must possess the capacity to lead people with skill sets that are far and above those needed for teaching or working in other support positions. The program director sets the tone, establishes expectations, and assures the standards of performance that result in quality.

We must make it our professional duty and practice to invest in leadership excellence. Leadership responsibility and authority can and must be distributed among our entire afterschool program staffs, but foremost, program leaders need extensive training in the nuts and bolts of administering a program along with knowledge and skills that inspire, motivate, and teach others to create magical moments in afterschool. Leaders must learn both the hard and soft leadership skill sets, and the softer skills are those that are more difficult to learn, implement, and master – and less likely taught. Being an afterschool program leader is more than a role; it's a responsibility. Effective afterschool program leaders do everything that has to be done, whenever and wherever it has to be done, and always in the best way that things should be done - whether they like it or not. They make the right things happen. They bring out the right qualities in the right people.  Where that happens, without any doubt, quality will exist.

Investment in afterschool leadership must become a priority. Too often, licensure requirements specify credentials for frontline staff but do not adequately address the essential leadership skills needed by the program director. Grants are often written without consideration for the   skills required or the time needed to effectively lead. Every afterschool site needs a dedicated, full-time leader. That individual must be engaged in professional learning about leadership, student management, organizational psychology, non-profit or for-profit management, standards attainment, and visioning.  They must also learn how to care, inspire, and work with adults. Real learning occurs in the trenches, listening, observing good and bad leaders, evaluating the effects and results, sharing experiences, and planning with expert practitioners.

Regardless of the organizational structure, all afterschool programs must meet the most basic business goal - make a profit.  Non-profits are only as good as their next buck. We all face stiff competition for funding. How successfully we generate revenue determines our reputation and future and reflects our leadership abilities. The capacity for visioning is essential for afterschool program leaders. That skill can and must be taught.

When you do something really well, word gets around. The National AfterSchool Association (NAA) has developed a series of leadership lessons tailored directly for those who work at the program site level, particularly focused on the soft skill sets.  Those lessons (NAA members can find many of them in the Members Only section of the website), are simple, practical, and specific to how professionals should be treated in the afterschool setting. They are intended to help afterschool program leaders lead their staffs toward excellence and create quality learning environments that result in satisfaction and earn top rankings from those that matter most – children, youth, and their families.

Excellence in afterschool leadership must come first. When it does, quality will not be far behind.

Paul G. Young, Ph.D.

President & CEO

National AfterSchool Association