In a true display of democracy, a town hall meeting held at the New Bedford High School auditorium Monday gave the crowd of approximately 550 residents the opportunity to publicly voice every last one of the inane thoughts and concerns they would normally only have the chance to utter to themselves.
Though the meeting was ostensibly held to discuss a proposed $21,000 project to replace the high school’s grass football field with synthetic turf, City Councilman Thomas Reed inadvertently opened the floodgates to a deluge of ill-informed, off-topic diatribes on inconsequential bullshit when he allowed those in attendance to demonstrate their God-given gift of language.
–“Town Hall Meeting Gives Townspeople Chance To Say Stupid Things In Public.” The Onion (everyone knows that this is a satire/fake news web site, right?
This fall, my son starts a new high school. After a lot of deliberation, my husband and I decided to acquiesce to the kid’s wish to attend an academically rigorous Catholic high school. For a former public school teacher and career public education kid, this was a hard decision. Our kids have gone to public school since kindergarten. But in the end, we concluded that this was the right choice for this bright, serious, disciplined kid. We decided that he needed an environment that would build on those assets. And he wanted the challenge. Hard to argue with that.
The kid was accepted in January. By the time he starts school in August, he will have had one Saturday morning with the music program, a one on one with an assistant principal, two weeks of band camp and a two day freshman orientation.
He had the meeting with the assistant principal last Saturday. It was not what I expected. There’s my 14 year old, sitting across a conference table from a massive, intimidating-looking man–300 pounds of tie-you-in-a-pretzel-if-you-mess-up. Generally a good trait in an assistant principal, thinks the former substitute teacher turned mom.
Find yourself a 14 year old boy and try those questions on him. Or try them on yourself.
James stumbles through them, and Mr. Intimidating takes notes.
Then the assistant principal asks James to open the binder. Sitting to the side, I steel myself for a marginally painful review of rules and requirements and consequences. Instead, Mr. Intimidating spends the next 20 minutes conversing with James about the core principals of the school’s educational philosophy.
Critical thinking. Self-awareness. Compassion towards others. Integrity.
Deep stuff. Foundational stuff. Not a single rule or regulation.
As I listened, it dawned on me that this wasn’t a one-off thing. It was just more obvious because of the setting. When my son did the music department event a couple of weeks ago, the entire group of kids ended by singing the alma mater. The incoming freshmen put arms around each others’ shoulders, exactly the way the upperclassmen do, while they tried to read the words off a piece of paper.
Find yourself a 14 year old boy and try to get them to put their arm around the shoulder of another boy. Good luck.
And yet I watched my kid do exactly that.
Think for a moment about how we complain about the public’s involvement in our planning and economic development and local government–in person and online. I opened this piece with a purposely over-the-top piece of satire, but…come on. Hits a little close to home, don’t it?
We gripe that they don’t behave themselves, that they say nasty or off topic things, that they pound soapboxes…or worse yet, that they just don’t show up.
No wonder our meetings are so miserable. It’s all their fault.
Now think for a minute about how much effort we’ve put into establishing our community’s culture of public engagement. What have we — and our predecessors– done to convey, to demonstrate, what effective public engagement looks like? What have we done to set the tone, to establish the environment we want?
Do we even know what the public engagement we want looks like? Or would we sound like a 14 year old trying to answer a question about how his best friend would describe him?
What public engagement culture do we have?
If all St. Xavier High School did was a 20 minute discussion of principles, I would never expect it to take. A 14 year old would forget that stuff before he got out the door. But when every aspect of the culture reinforces those principles– alma mater sung with arms around each other, freshman applauded by upperclassmen when they enter the assembly on their first day of school, senior mentors in freshman homerooms, band camp that welcomes new students instead of hazing them–then those principles come to mean something. That’s how a culture–especially a culture that is radically different from what newcomers might expect– sticks.
The most successful companies all know that. Edward Deming, the father of modern manufacturing, gets quoted in business schools every day:
Culture eats strategy for breakfast and process for lunch.
Show me a Fortune 100 business, and I will show you how that company has built its culture through and into everything it does.
Last year I wrote a blow-by-blow account of how I managed a potentially contentious public meeting. That post has now been read by 3,500 people. Obviously that essay addressed something that a lot of people needed or wanted.
But keeping a meeting from blowing up….that’s simply classroom management. That’s the very basics. It’s not creating a constructive environment. it’s not enabling a constructive culture. It’s not in itself moving us forward at all.
We have to change the culture of community participation, and we have to do it top to bottom. Organizations that take on culture change know that they have to do it intentionally…they have to build it into every interaction, every communication. They need to consciously reinforce the principles of the culture they want–not just by saying what the principles are, but living them through every interaction.
What are your community’s public interactions telling people about how you want to relate? What does the room setup say? The rules…or lack of rules? The options and opportunities for involvement?
Is meaningful public engagement built into your processes, beginning to end? How do you involve people upstream– in setting policy and deciding priorities? Do people have real opportunities to be part of the solution, or do your just invite them in when there is a fait accompli to argue against?
Do you give them the ability to do something other than say no, no, no? Do you channel them into being part of the solution?
If you don’t, don’t despair. Culture change is a long and difficult process. That’s why my son’s new school starts on this work long before they get their books, and why they build it all the way through the experience. The more I think about it, I suspect it’s not luck….it’s got to be intentional.
Like more most analogies, this one breaks down. A 14 year old, to at least some extent, goes where you tell them to go and does what you tell them to do. Especially if you are a 300+ pound assistant principal. But your residents will participate only if they perceive that the value of doing so will exceed the c cost of their time and energy. Which makes a culture of meaningful public engagement all the more important.
So you might as well get started. Ask yourself: what would meaningful public involvement look like here? What do we need to learn from our residents? What do we want our public meetings to look, to feel like? What character, what principles do we want? How can we build that into everything we do?
It won’t happen overnight. But goofy 14 year old boys don’t turn into men overnight, either. So go ahead and get started.