Jason Sackett, LCSW USC Center for Work and Family Life

Jason Sackett, LCSWJason Sackett, LCSW

USC Center for Work and Family LifeUSC Center for Work and Family Life

Influencing without Influencing without AuthorityAuthority


Employee Assistance ProfessionalEmployee Assistance Professional

USC Center for Work and Family USC Center for Work and Family LifeLife

Making Chaos WorkMaking Chaos Work

Managing disorganization in the Managing disorganization in the workplace and classroomworkplace and classroom


Employee Assistance ProfessionalEmployee Assistance ProfessionalUSC Center for Work and Family LifeUSC Center for Work and Family Life

Copyright 2007 Copyright 2007 Jason Sackett, LCSWJason Sackett, LCSW(213) 821-0800(213) 821-0800

Why are you here?Why are you here?

• You work for someone who is disorganizedYou work for someone who is disorganized• Someone who is disorganized works for Someone who is disorganized works for

youyou• Your co-worker is disorganizedYour co-worker is disorganized• Your students are disorganizedYour students are disorganized• You are disorganizedYou are disorganized• You, or one of these people, have read You, or one of these people, have read

books, attended trainings, and made books, attended trainings, and made efforts to become more organized, and… efforts to become more organized, and…

it hasn’t workedit hasn’t worked


Assumptions about Disorganized Assumptions about Disorganized PeoplePeople

• LazyLazy

• Unmotivated, don’t careUnmotivated, don’t care

• Morally inferiorMorally inferior

• Intellectually inferiorIntellectually inferior

• Underlying psychological conditionUnderlying psychological condition

• Disorganization = personal failureDisorganization = personal failure– Note: These assumptions can lead Note: These assumptions can lead

people to people to dislikedislike the disorganized the disorganized


Disorganization is a function of Disorganization is a function of the brain, not an outcomethe brain, not an outcome

• Organization = ability of the brain to Organization = ability of the brain to perform certain tasks, such asperform certain tasks, such as– PlanningPlanning– PrioritizingPrioritizing– SortingSorting– Managing timeManaging time– Creating routinesCreating routines– Multi-taskingMulti-tasking

• Specific brain functionsSpecific brain functions

• Natural ability levels differNatural ability levels differ


Disorganization is a function of Disorganization is a function of the brain, not an outcomethe brain, not an outcome

• Some don’t respond significantly Some don’t respond significantly to trainingto training, or, or

• Using organization skills goes against Using organization skills goes against personality type preferencepersonality type preference– leads to high expense of energyleads to high expense of energy


Limits of TrainingLimits of TrainingExample 1: Messy OfficeExample 1: Messy Office

1. Office in disarray, person has no space to work, wastes precious time looking for things

2. Person gets fed up or overwhelmed, vows to change

Others commend person for finally getting act together

3. Person spends all day cleaning, purging, and organizing office, vows to keep organized forever

3 m

onth

s

late

r…


Limits of TrainingLimits of Training Example 2: Study SkillsExample 2: Study Skills

• R.J., a highly intelligent but R.J., a highly intelligent but disorganized teen, attends a college disorganized teen, attends a college prep high school, takes a “study prep high school, takes a “study skills” class first semesterskills” class first semester– gets an A in the classgets an A in the class– forever crams and procrastinates forever crams and procrastinates – other studentsother students (with typical organizing (with typical organizing

ability) ability) become more organizedbecome more organized


Truly DisorganizedTruly Disorganized

= = chronic, unremitting difficulty chronic, unremitting difficulty applying applying organization skillsorganization skills

= = functional impairmentfunctional impairment

…but that’s okay new perspective (there’s more to success new perspective (there’s more to success

than being good at organizing)than being good at organizing)

use accommodations and apply strengthsuse accommodations and apply strengths


Why Organized is Over-Why Organized is Over-Rated Rated (for Disorganized People)(for Disorganized People)

• BoringBoring

• Stifles creativityStifles creativity

• Does not necessarily predict successDoes not necessarily predict success

• Pursuit of organization can lead to Pursuit of organization can lead to frustration and shamefrustration and shame– Delays disorganized people from Delays disorganized people from

developing their natural strengthsdeveloping their natural strengths


From Chaos Come StrengthsFrom Chaos Come Strengths• CreativityCreativity

– Innovation, novel ideas, thoughtfulness, “outside the box”Innovation, novel ideas, thoughtfulness, “outside the box”

• Personable naturePersonable nature– Warmth, sincerity, social grace, empathy, taking responsibilityWarmth, sincerity, social grace, empathy, taking responsibility

• Dedication/ EffortDedication/ Effort– Consistent, habitual pattern of working harder and longerConsistent, habitual pattern of working harder and longer

• Flexibility Flexibility – Ability to adapt easily to changing situations, roll with punchesAbility to adapt easily to changing situations, roll with punches– Tolerance for change, unpredictability, difficult peopleTolerance for change, unpredictability, difficult people

• Grace under pressureGrace under pressure– survival skills, ability to handle in-the-moment survival skills, ability to handle in-the-moment

decisions or actionsdecisions or actions


Development of Disorganized Strengths

• A lifetime of chaos, adversity, tight A lifetime of chaos, adversity, tight situations situations

• Coping with these, and compensating Coping with these, and compensating for a lack of organizing skills, leads to for a lack of organizing skills, leads to honing a combination of strengthshoning a combination of strengths

• Personality type preferences, and Personality type preferences, and frequency of practice, lead to frequency of practice, lead to development of superior skillsdevelopment of superior skills


A New Approach for Disorganized A New Approach for Disorganized PeoplePeople• CriteriaCriteria

– Pattern of chaos, chronic and persistentPattern of chaos, chronic and persistent– Training has not sufficiently reduced impairment Training has not sufficiently reduced impairment

over time, or efforts have led to severe energy over time, or efforts have led to severe energy draindrain

• AssumptionsAssumptions– Brains are wired differentlyBrains are wired differently– Lacking organizing skills is Lacking organizing skills is not a personal failurenot a personal failure– People can be successful w/o strong organizing People can be successful w/o strong organizing

skillsskills

• ActionsActions1.1. Replace skills training with structure and Replace skills training with structure and

accommodationsaccommodations2.2. Focus on improved functioning and productivityFocus on improved functioning and productivity3.3. Identify strengths, and opportunities to use them Identify strengths, and opportunities to use them


Enhancing Work StructureEnhancing Work Structure

• Compartmentalization of tasks into action Compartmentalization of tasks into action stepssteps– Collaborative effort (don’t count on the Collaborative effort (don’t count on the

disorganized person in question to perform the disorganized person in question to perform the compartmentalizationcompartmentalization

– Large projects can incorporate short-term Large projects can incorporate short-term objectives with deadlinesobjectives with deadlines

• DeadlinesDeadlines– Must be realisticMust be realistic– Short intervalsShort intervals

• Longer intervals will lead to procrastinationLonger intervals will lead to procrastination

• Other work structure optionsOther work structure options– Special locations, arrangements, or partners to Special locations, arrangements, or partners to

complete workcomplete work


Enhancing Work StructureEnhancing Work Structure

• Where needed, create Where needed, create support forsupport for structurestructure (accommodation vs. attempts to (accommodation vs. attempts to train)train)– SchedulesSchedules– Tasks in orderTasks in order– Deadlines Deadlines – Priorities Priorities – Planning Planning – CommunicationCommunication

• Progress reportingProgress reporting– Disorganized person, teacher, or parent/ support Disorganized person, teacher, or parent/ support

system can initiatesystem can initiate


Don’t Get Organized—Get Don’t Get Organized—Get Functional and ProductiveFunctional and Productive

• Understanding Understanding limitslimits helps avoid helps avoid messesmesses– SchedulesSchedules– DeadlinesDeadlines– Social normsSocial norms– Rules and policiesRules and policies– Pet PeevesPet Peeves

No messes!No messes!

• Basic requirement for staying functional:Basic requirement for staying functional:


Get Functional and Productive:Get Functional and Productive:

Staying Within the LimitsStaying Within the Limits• Anticipation and questions Disorganized People Anticipation and questions Disorganized People

don’t tend to ask themselvesdon’t tend to ask themselves– What would happen if___?What would happen if___?– What are ___’s biggest pet peeves?What are ___’s biggest pet peeves?– How do you think s/he would feel or react if I___?How do you think s/he would feel or react if I___?– What would get me in serious trouble?What would get me in serious trouble?

• Positive anticipationPositive anticipation– What would be really helpful?What would be really helpful?– How can I best apply my strengths?How can I best apply my strengths?– What would make my boss look good?What would make my boss look good?


Staying Within the LimitsStaying Within the Limits Vignette: Work OverloadVignette: Work Overload

• You have multiple job duties. In addition You have multiple job duties. In addition to a big project/ report you’re working on, to a big project/ report you’re working on, you must answer phones. Suddenly, one you must answer phones. Suddenly, one of your co-workers goes out on extended of your co-workers goes out on extended leave. Your boss informs you that you leave. Your boss informs you that you must cover for that person’s job, too. must cover for that person’s job, too. What question can you ask your boss to What question can you ask your boss to stay functional, within the limits?stay functional, within the limits?

““Of all my current job tasks, what are the most Of all my current job tasks, what are the most crucial?”crucial?”(a.k.a. What can I (a.k.a. What can I notnot do?) do?)


Get Functional and Productive: Get Functional and Productive: Taking Advantage of PDA’sTaking Advantage of PDA’s• Act as a Act as a surrogate brainsurrogate brain • Centralized informationCentralized information

– Search featuresSearch features– Reminders that aren’t personalReminders that aren’t personal– Portable email and internetPortable email and internet– Easy backup on computerEasy backup on computer

• Functional advantage: prevents user from Functional advantage: prevents user from forgetting or losing vital information, tasks, forgetting or losing vital information, tasks, appointments, etc.appointments, etc.

• Cheap (as low as $18 on eBay)Cheap (as low as $18 on eBay)• Limitation: entering and backing up Limitation: entering and backing up

informationinformation– Accommodation?Accommodation?

Assistance with data entry/ monitoringAssistance with data entry/ monitoring


Overcoming ProcrastinationOvercoming Procrastination

When a person develops awareness of When a person develops awareness of procrastination, s/he has three options:procrastination, s/he has three options:

1.1. Continue procrastinatingContinue procrastinating2.2. Use work structure techniques to tackle the Use work structure techniques to tackle the

burdensome taskburdensome task3.3. Do something else productive!Do something else productive!

– AdaptiveAdaptive– Breaks monotony of avoided tasksBreaks monotony of avoided tasks– Can lead to greater productivity than linear Can lead to greater productivity than linear

progression through tasksprogression through tasks


Productive AlternativesProductive Alternatives

• Buy/ order supplies, materialsBuy/ order supplies, materials** • Review calendar/ plannerReview calendar/ planner** • Call or network with colleaguesCall or network with colleagues• Attend a meetingAttend a meeting** • Start a creative projectStart a creative project**• Read a book or magazineRead a book or magazine** • Exercise/ walkExercise/ walk• Other_______________Other_______________

– Hint: Playing Solitaire or Text Twist do not belong on Hint: Playing Solitaire or Text Twist do not belong on this list!this list!

* Work-related, education-related, or somehow relevant


Applying Strengths: Role Applying Strengths: Role DivisionDivision

• Organized and Disorganized People can create Organized and Disorganized People can create balanced teamsbalanced teams

• Teacher’s role: teach mutual appreciation of Teacher’s role: teach mutual appreciation of strengths, manage differences proactivelystrengths, manage differences proactively

• People fulfill roles that play to their strengthsPeople fulfill roles that play to their strengths

• CreativityCreativity

• Personable naturePersonable nature

• Determination/ EffortDetermination/ Effort

• Flexibility Flexibility

• Grace under pressureGrace under pressure


Applying Strengths:Applying Strengths:

• Creativity =Creativity =– Special projects, design, writing, fundraising, presentingSpecial projects, design, writing, fundraising, presenting

• Personable nature = Personable nature = – Customer service, sales, fundraising, networking, hosting, m.c.Customer service, sales, fundraising, networking, hosting, m.c.

• Dedication/ Effort = Dedication/ Effort = – Hard work is highly praised or rewarded Hard work is highly praised or rewarded – Fact-findingFact-finding– ““Busy” workBusy” work

• Flexibility = Flexibility = – Teaching, training, helping rolesTeaching, training, helping roles– Unpredictable environments, last-minute assignments, Unpredictable environments, last-minute assignments,

deadlinesdeadlines– Provide support for less flexible peopleProvide support for less flexible people

• Grace under pressure = Grace under pressure = same as flexibility, but also…same as flexibility, but also…– Crisis-orientedCrisis-oriented


Keep a team approachKeep a team approachCollaboration among teachers, parents, and professionals Collaboration among teachers, parents, and professionals criticalcritical

Don’t promote false hopes or ideasDon’t promote false hopes or idease.g. “Give it time. She might grow out of it.”e.g. “Give it time. She might grow out of it.”

Put the kid in perspectivePut the kid in perspectiveconsider the problem inherent (not the child’s fault, or a consider the problem inherent (not the child’s fault, or a personal failure)personal failure)Focus on strengthsFocus on strengths

Use the 30% delay ruleUse the 30% delay rule

Teach as if you had no voiceTeach as if you had no voiceAvoid negotiations, take decisive actionAvoid negotiations, take decisive action

Stress Stress accountabilityaccountability andand limitslimitsIf they get their way, they loseIf they get their way, they lose

Teacher StrategiesTeacher StrategiesFor working with “truly disorganized” studentsFor working with “truly disorganized” students


Target all behaviors at the Target all behaviors at the point of performancepoint of performanceR̶ Use positive reinforcement techniques, immediate praiseUse positive reinforcement techniques, immediate praise

R̶ Randomize and diversify material rewards, and Randomize and diversify material rewards, and don’t be don’t be stingy!stingy!

R̶ Prioritize behaviors to targetPrioritize behaviors to target

Prioritize compliance, effort, and motivation over Prioritize compliance, effort, and motivation over outcomesoutcomes

Decrease total workload (30% rule)Decrease total workload (30% rule)

Compartmentalize workCompartmentalize work

Increase stimulation of workIncrease stimulation of work

Environmental strategiesEnvironmental strategies

Reduce or eliminate homeworkReduce or eliminate homework

Physical reminders for rules and timePhysical reminders for rules and time

Maximize supervisionMaximize supervision

Accommodating Accommodating DisorganizationDisorganization


Incentive systemsIncentive systems

R̶ Frequency and variety of rewards is key, not valueFrequency and variety of rewards is key, not value

R̶ Incentives vs. briberyIncentives vs. bribery

R̶ Let go of goals for intrinsic motivationLet go of goals for intrinsic motivation

Use peer tutoring and monitoringUse peer tutoring and monitoring

Participatory teaching (delegate child as T.A., helper)Participatory teaching (delegate child as T.A., helper)

Give restlessness/ exercise breaks Give restlessness/ exercise breaks

R̶ Don’t benchDon’t bench

Difficult subjects in A.M.Difficult subjects in A.M.

Help with initiation, continuity, and transitionsHelp with initiation, continuity, and transitions

Fail safe duplicates for books, assignmentsFail safe duplicates for books, assignments

Daily report cards (to increase accountability)Daily report cards (to increase accountability)

Classroom Management Classroom Management TechniquesTechniques


Concluding Tip:Concluding Tip:Keep a Sense of HumorKeep a Sense of Humor

• Keep disorganized behavior in Keep disorganized behavior in perspective perspective – Don’t take it personallyDon’t take it personally

• Celebrate individuality and diversityCelebrate individuality and diversity

• Focus on strengths and benefitsFocus on strengths and benefits

• Try to find humor in chaosTry to find humor in chaos


Questions and CommentsQuestions and Comments

Documents

Jason Sackett, LCSW USC Center for Work and Family Life