Eisenhower's (connection) Matrix.

Dwight D. Eisenhower, was the 34th President of the United States, serving from 1953 to 1961. Eisenhower's military background heavily influenced his approach to governance, emphasising discipline, organisation, and pragmatism. As president, he navigated through complex domestic and international challenges, including the Cold War, civil rights movement, and the early stages of the space race.

One of Eisenhower's enduring legacies is the "Eisenhower Matrix," a productivity tool designed to help individuals prioritise tasks and manage their time effectively. This matrix categorises tasks into four quadrants based on their urgency and importance. Tasks are classified as either urgent and important, important but not urgent, urgent but not important, or neither urgent nor important.

Eisenhower famously said, "What is important is seldom urgent, and what is urgent is seldom important."

By using this framework, schools can focus their efforts on tasks that align with their long-term goals and minimise the tendency to get bogged down by less significant activities or distractions - which as we all know is pretty common.

The Eisenhower Matrix remains a popular tool in time management and productivity strategies, valued for its simplicity and effectiveness in prioritising tasks. This is why it is perfect for whole-school change and the chaotic lives of educators and educational leaders.

Traditionally, the Matrix sorts tasks into four quadrants based on their urgency and importance:

• Quadrant 1: Urgent and Important (DO) Tasks in this quadrant demand immediate attention due to their critical nature. These are the fire-fighting tasks, the ones that cannot be postponed without consequences. For schools, examples might include addressing safety concerns, resolving disciplinary issues, or meeting crucial deadlines for academic or administrative purposes.
• Quadrant 2: Important, but Not Urgent (DECIDE) Here lie tasks that hold significant importance but lack immediate deadlines. These are the tasks that contribute to long-term goals and strategies. For schools, activities like curriculum development, strategic planning, and professional development fall into this category. While they may not require urgent action, neglecting them can have detrimental effects on the school's future success.
• Quadrant 3: Urgent, but Not Important (DELEGATE) Tasks in this quadrant may seem pressing, but they don't necessarily contribute to the school's overarching goals or mission. These are the tasks that can often be delegated to others without compromising quality. Examples might include routine administrative tasks, logistical matters, or minor technical issues that can be outsourced or handled by external staff.
• Quadrant 4: Neither Urgent nor Important (DELETE) In this final quadrant, tasks hold little significance in the grand scheme of things. These are the distractions, the time-wasters, the tasks that can be safely ignored or eliminated altogether. For schools, this might include trivial paperwork, unnecessary meetings, or activities that do not align with the institution's core values or objectives.

By applying the Eisenhower Matrix, schools can streamline their workflows, focus their efforts on tasks that truly matter, and maintain clarity amidst the chaos of daily operations. It offers a structured approach to prioritisation, helping educators and leaders allocate their time and resources effectively.

Even more interesting though, by leveraging the Eisenhower Matrix and tailoring the inputs towards connection, schools now have a simple framework to assist with navigating the complexities of fostering meaningful relationships while also managing the routine administrative tasks.

This small adjustment to the framework ensures that efforts towards connection are now prioritised without overwhelming existing workflows or processes - a huge barrier to any kind of change effort. Ultimately, it paves the way for vibrant, inclusive school environments where meaningful connections thrive, fostering optimal conditions for learning and growth.

There really is no excuse to not focus on connection...

In '?????? ???????????????????? ????????????????????' I reframe Eisenhower's Matrix further to align with our goal to increase sustainable connection. While the original is one of my favourite tools for increasing productivity, the 'connection' Matrix adds a new dimension to your thinking and demonstrates a dedication to growth in this space. Details are down a bit further if you are keen to know more about the book.

As we finish this issue, here is a final thought from my book:

"Schools are notoriously bad at prioritising anything that does not demonstrate immediate gain. This results in leaders and teachers spending much of their time focusing on administration and assessment, and less on what matters most – the change!"

Thanks for reading.

Coming soon...

Issues of this newsletter are published fortnightly/biweekly on Sunday mornings at 8am (GMT+11). Here's what is to come in the next few issues:

?????????? ????????: ???? ???? ?????????? ???? ????????????? (21/4/24)

???????????????? ?????????????????????????? ?????? ???????????????? ???? ???? ???????????????? ???????? ?????? ?????????????????????? ??????????, ?????? ???????? ?????? ???????????????? ??????????.

?????????? ??????: ?????????????????? ?? ????????????. (5/5/24)

?????????????????? ???????????????? 2 ???? ?????? ???????????????????? ??????????????: ??????????????????.

Issue five out in two weeks on Sunday morning 21/4/24 (GMT+11) ?? ??

The last bit...

The misalignment between the education system and efforts to build sustainable connection is preventing school communities from travelling successfully along ‘The Connection Journey’ - a foundational concept in my new book ‘?????? ???????????????????? ????????????????????: ???????????????? ???????????????? ???????????? ???? ?????????????? ?????????????? ?????????????????????? ????????????????????’.

‘?????? ???????????????????? ????????????????????’ is available for pre-order now from the fantastic team at Amba Press using the link below:

https://ambapress.com.au/products/the-connection-curriculum

"In 'The Connection Curriculum', Matt Pitman takes us on a journey to discover how building whole-school connection is inextricably linked to a positive school culture, and, as a result, enhanced students’ outcomes. His thoughtful provocations reveal a very important facet of school operation: schools function more efficiently when strong connections are in place. Through detailed practical insights connected strongly to the academic literature, Matt provides a welcome roadmap for both teachers and school leaders to consider how best to build sustainable whole school connections beyond short-term efforts. It is a fantastic resource for school leadership teams interested in planning for and developing their school’s growth in whole-school connectedness." - Dr Christopher Hudson