Clean Leadership

About six weeks ago I began teaching a Metro State University course at Century College.  It was my first time on that campus; my introduction was memorable and, well, instructive.  A staff member saw me studying the map, offered a warm welcome, and guided me to the classroom.  “We’re so happy to have Metro State here with us,” she noted as she explained the layout of the building and pointed out amenities.   A security officer came to the classroom to issue my key, along with a similar welcome.  A few minutes before class started, the building maintenance worker stopped by to make sure that the classroom was set up properly, and to introduce himself in case we needed his assistance. His name is Brian (he declined to be photographed, but he allowed me to use his first name).

Brian returned after class to see how everything went.  I thanked him for his commitment to quality, and he replied, “the students make a big commitment to be here, they spend a lot of money too, and I want to make sure that they have a positive experience.”   He explained that he was training a number of new workers, so he was also making extra rounds of all the classrooms and public spaces. “I’m seeing a few problems, but for the most part I think they’re doing fine.  I talk with each of them at the beginning of their shifts, and then I ask them how often they want me to check on them.  As long as they do a great job, they only need to see as much of me as they like.”

I asked him more about his team, and he knew each worker individually, even the newest staff member.  He explained that some staff members needed a gentle reminder of how important clean spaces are to people, “because even if we don’t notice it, we see it and we feel it when spaces are clean and well-maintained.”   Sometimes staff members come to him to solve problems, like a stubborn white board or carpet stain.   “I’ve been in cleaning on and off for 26 years,” he said. “It’s natural that I know more about cleaning than my student workers do.”

Brian obviously knows a good deal about motivation and empowerment, as well.  First, his work is informed by a great sense of purpose: he wants the school’s spaces to honor the commitment of the students who use them.   He sees himself and his work as an extension of the college.  I’ve seen him before or after every class, and he’s consistently cheerful and friendly to everyone around him.  When he made it to the classroom before me, the students reported that he asked them about their experiences and about how the classroom was working out.   He really cares, and he reminds his staff members, celebrating their good work and correcting anything less.

Brian also understands that when leading people, one size does not fit all.  He tailors his supervision to each staff member, giving them the level of supervision that they want, so long as they perform to a high standard autonomously.   He addresses performance issues quickly, respectfully, and consistently.  I have seen him showing others how it’s done, and watched them lean in, accepting his guidance in the respectful manner in which it is offered.  He praises good work, both the outcomes and the efforts.  He’s available but not intrusive.

This is about more than just one leader.  Clearly, this organization has a culture that leads many people to take pride in their college, and to welcome warmly new community members.  Other workers are just as friendly and eager to help.  I am reminded that even in the classroom, not all learning is led by the designated teacher.