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BOOK  REVIEW  Shifting  the  Monkey:  The  Art  of  Protecting  Good  People  from  Liars,  Criers,  and  other  Slackers  By:  Todd  Whitaker  Published:  December  2011  Reviewed  By:  Holly  Chesser,  SAIS  Review  Published:  February  2013    Whether  the  setting  is  a  school,  an  office,  or  even  your  home,  there’s  always  someone  who  doesn’t  follow  the  rules.  For  instance,  who  hasn’t  endured  dirty  cups  or  plates  in  the  sink,  left  with  the  assumption  that  they  will  simply  clean  themselves?    When  the  irritation  becomes  unbearable,  an  email  is  sent  out  or  a  meeting  is  scheduled  to  let  everyone  know  that  leaving  a  

mess  behind  will  no  longer  be  tolerated.    It’s  a  fair  request,  but  you,  who  don’t  drink  coffee  or  never  leave  a  crumb  behind,  react  either  with  annoyance  or  guilt.    Feeling  that  your  tidiness  is  underappreciated  or  unacknowledged,  you  resent  this  blanket  statement  that  applies  to  someone  else.  Or,  as  a  classic  overachiever,  you  accept  the  full  weight  of  this  rebuke  and  assume  an  additional  role  as  maid.    Meanwhile,  the  shirkers  who  regularly  dump  their  dirty  dishes  are  relieved  to  learn  that  they  are  not  the  only  culprits  and  are  reassured  that  individuals  will  not  be  held  responsible.      In  Todd  Whitaker’s  leadership  book  Shifting  the  Monkey:  The  Art  of  Protecting  Good  People  from  Liars,  Criers,  and  other  Slackers,  he  argues  that  managers  regularly  place  the  burden  of  responsibilities  on  the  wrong  backs  because  they  believe  that  it’s  easier  to  shift  monkeys  than  hold  individual  employees  accountable  for  their  own  obligations.  Whitaker  acknowledges  

that  all  institutions  have  strong  and  weak  employees.    However,  he  contends  that  we  place  an  inordinate  attention  on  the  latter  at  the  expense  of  the  former.    The  problem,  Whitaker  emphasizes,  is  not  lazy  or  incompetent  employees;  rather,  it’s  that  leaders  allow  them  to  shift  their  load  onto  others.    Instead,  he  advises,  great  leaders  should  ensure  that  their  top  performers  feel  secure,  valued,  and  autonomous.    Whitaker,  a  professor  of  educational  leadership  at  Indiana  State  University,  former  principal,  and  author  of  the  national  best  seller  What  Great  Teachers  Do  Differently,  argues  that  the  situation  above  occurs  regularly  at  schools.    Tight  on  time  and  anxious  not  to  micromanage  their  staff,  administrators,  he  claims,  often  unwittingly  find  themselves  employing  “blanket  monkeys,”  chastising  everyone  for  the  fault  of  a  few.    For  example,  at  a  faculty  meeting,  a  principal  may  admonish  her  staff  for  failing  to  keep  their  grades  updated  on  the  school  website,  stating,  “It’s  critical  that  our  students  and  their  parents  know  on  a  current  basis  where  they  stand  

 

   

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academically  so  that  they  can  plan  their  efforts  accordingly.”  It  seems  like  an  effective  and  efficient  message,  but  Whitaker  contends  it  causes  damage.    The  diligent  teachers  often  bear  resentment,  and  those  to  whom  the  comment  is  addressed  don’t  change  their  behavior.      So  what’s  the  answer?  At  the  faculty  meeting,  he  would  focus  exclusively  on  positive  behavior,  thanking  those  who  have  kept  their  grade  books  up  to  date  and  clarifying  why  this  is  essential  for  students  who  wish  to  take  ownership  of  their  learning.    As  for  the  slackers,  Whitaker  would  recommend  that  the  principal  “take  the  issue  directly  to  these  few  who  behave  inappropriately  –  not  with  ineffectual  –  criticism,  but  with  firm  enforcement  of  your  expectations.”    In  this  particular  instance,  he  might  suggest  the  principal  ask  any  repeat  offender  to  print  his  or  her  grades  weekly  and  place  the  report  in  the  principal’s  mailbox.  Importantly,  the  monkey  –  used  metaphorically  to  represent  the  responsibility  -­‐  is  not  shifted  to  the  principal’s  back;  the  teacher  must  ensure  that  he  or  she  fulfills  the  obligation.    In  this  slim,  quick  read,  Whitaker  encourages  leaders  to  continually  ask  three  essential  questions:    

1. Where  is  the  monkey?  2. Where  should  the  monkey  be?  3. How  do  I  shift  the  monkey  to  its  proper  place?  

 Likewise,  he  counsels  leaders  when  seeking  how  to  proceed  to  remember  three  paramount  imperatives:    

1. Treat  everyone  well.  2. Make  decisions  based  on  your  best  people.  3. Protect  your  good  people  first.    

 The  obligation  to  live  out  the  golden  rule  reflects  Whitaker’s  argument  that  the  general  spotlight  should  be  on  the  positive,  emphasizing  the  good  work  that  is  being  accomplished.    If  a  few  of  your  teachers  generally  run  late,  don’t  install  a  time  clock  for  the  entire  faculty.  Instead,  explain  why  there  is  a  need  for  punctuality  and  praise  anonymously  and  publicly  those  who  regularly  arrive  on  time.    Of  course,  top  performers  deserve  recognition,  which  you  can  award  privately,  but  they  also  desire  autonomy,  which  you  can  grant  confidently.  Whitaker  emphasizes  the  need  to  remember  who’s  in  the  majority  –  the  good  people  –  and  how  critical  they  are  for  the  fulfillment  of  your  institution’s  mission  and  purpose.      His  last  injunction  to  leaders  to  protect  their  good  people  first  involves  making  it  clear  that  placing  monkeys  in  the  right  place  is  the  leader’s  responsibility,  not  theirs.      Dedicated  professionals  often  raise  their  hands  first  when  assistance  is  needed.    Whitaker  encourages  leaders  to  give  those  people  occasional  permission  not  to  volunteer.  Shift  that  monkey  to  shoulders  that  are  rarely  burdened.    Your  loyal,  hard  workers  will  know  that  you  are  looking  out  for  them,  and  it  will  offer  you  the  opportunity  to  assess  the  performance  of  those  who  rarely  take  up  the  slack  and  perhaps  

 

   

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to  help  them  build  their  capacity  to  assist  the  organization.  As  Whitaker  explains,  “Your  people  are  not  equal;  they  excel  in  different  areas  and  should  be  treated  accordingly.    It’s  OK  to  give  preferential  treatment  to  your  superstars,  as  long  as  you  give  everyone  else  an  opportunity  to  improve  and  shine.”    As  Whitaker  acknowledges,  you  can’t  escape  the  zoo:  monkeys  are  here  to  stay.    But  if  you  want  to  ensure  that  your  teachers  work  in  a  positive,  productive  environment,  it’s  critical  to  make  sure  that  individuals  carry  their  responsibilities  and  only  their  responsibilities.    Are  you  working  to  ensure  that  there’s  no  monkey  business  going  on  in  your  school?