Creative Tension


The First 90 Days: Critical Success Strategies for New Leaders at All Levels

Cross posted on LeaderTalk.

Five years ago I used Michael Watkins‘ book, The First 90 Days to help me prepare for my transition into a new principalship and I plan to do the same with my next job. In August, I’ll become the High School Principal at the Escola Graduada de São Paulo, or as those of us in the international circuit refer to it, “Graded”. Graded is an American international school in Sao Paulo serving the children of host nationals and expatriates. I feel strongly that this book was a main reason that I was able to successfully transition into my last job change. The first 90 days definitely set the tone for the rest of my tenure.

You might say, “This doesn’t apply to me because I’m not changing positions”, but you can also use the book and process with new leaders (e.g. assistant principals/superintendents, department heads, coordinators) in your organization. It doesn’t matter whether the new leader is coming from within the organization or from the outside. The book would be great to use in orientations and/or retreats before new leaders begin.

Michael Watkins is the Chairman of Genesis Advisers, an executive on-boarding and transition acceleration company located in Newton, Massachusetts and he opens the book by stating,

The actions you take during your first three months in a new job will largely determine whether you succeed for fail. Transitions are periods of opportunity, a chance to start afresh and to make needed changes in an organization. But they are also periods of acute vulnerability, because you lack established working relationships and a detailed understanding of your new role. If you fail to build momentum during your transition, you will face an uphill battle from that point forward.

If nothing else, Watkins creates an awareness of the importance of planning for “accelerating transitions” for the reader. Instead of going into the details I prefer to share just a few highlights.

The foundation of the book is based on the following propositions:

1. The root causes of transition failure always lie in a pernicious interaction between the situation, with its opportunities and pitfalls, and the individual, with his or her strengths and vulnerabilities. “Transition failures happen when new leaders either misunderstand the essential demands of the situation or lack the skill and flexibility to adapt to them.”

2. There are systematic methods that leaders can employ to both lessen the likelihood of failure and reach the breakeven point faster.

3. The overriding goal in a transtion is to build momentum by creating virtuous cycles that build credibility and by avoiding getting caught in vicious cycles that damage credibility.

4. Transitions are a crucible for leadership development and should be managed accordingly.

5. Adoption of a standard framework for accelerating transitions can yield big returns for organizations.

With an understanding of the five propositions one can then embark on the 90-day plan. There are ten steps to take during the process.

  1. Promote yourself
  2. Accelerate your learning
  3. Match strategy to situation
  4. Secure early wins
  5. Negotiate success
  6. Achieve alignment
  7. Build your team
  8. Create coalitions
  9. Keep your balance
  10. Expedite everyone

After just reviewing these ideas I’m excited to get started with my accelerated transition.  After all, August will be here before I know it.

Anyone else used these strategies in the past? If so, I’d love to hear more about what happened.



No Fear, No Hope
A good friend of mine has told me on many occasions, “No fear, no hope”, and this has become one of my favorite mantras. As a school leader who has developed the conviction that schools need to be transformed, this statement makes so much sense to me. Eddie Acorsi who paraphrased Joe Paterno states, “if you have a conviction, then you take the risk.” My conviction is that our students should have the type of education that is relevant to today’s world. While a major component for this type of education is the ubiquitous access to technological tools, I’m certain that there are many other changes involved. Based on this passion and conviction I’m prepared to handle the healthy level of fear that will most definitely arise over the following situations.
  • Convincing stakeholders that these changes will require additional funding and/or the redistribution of funds.
  • Tackling the skeptics who demand to know how the changes will positively impact student learning.
  • Making personnel decisions that will promote this change initiative.
  • Standing up in front of stakeholders and letting them know that my vision for our schools is continually developing and that I don’t have all of the answers.
  • Discussing and taking action on the balance between restricting and educating students and teachers on the responsible and appropriate use of technology.

Why am I prepared to live with this type of fear?

Trapeze Fly School
Those of you who attended NECC this year may recognize this sign from the Trapeze school seemed to be a popular place in downtown DC. There were students, young and old, practicing every time I walked by the school. I imagine that the rush that the trapeze students face is much like the one I get when I witness students using technology to do things in the classroom that would not be possible without the technology. For example, I love seeing students collaborating on meaningful projects with individuals half way around the world, using technology just as scientists would in a lab, and making sense of difficult concepts by using cutting edge tools. A teacher helping a student achieve that ah-ha learning moment is just as exciting for me as when the trapeze student lets go of the bar and he/she lands into the arms of his/her partner. I’ve become addicted to the experiences and these moments provide me with hope for the future.
I’d love to hear more thoughts on the ideas of fear, hope, addiction and conviction.



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