Friday, March 1, 2013

Thomas Keller, Core Values, and the Desire for Excellence



Photo by Barbara Charalambidis
Sometimes when I read about Thomas Keller it makes my heart ache with feelings of inadequacy.   He is a chef who oversees some of the world’s greatest restaurants.   But read Grant Achatz’s account of how Mr. Keller taught him to prepare tripe, tending the item for weeks, showing up early morning when the process so dictated, creating an unlikely magical dish through knowledge and persistence, and you see that Keller also is a teacher, if not some sort of eyes-wide-open, every-leaf-in-the-forest-accounted-for Zen master.   He makes great food AND he makes people greater in the process. 

From consistency of accounts one might conclude, without having met him or tasted his food, that excellence reigns in every crevice of Mr. Keller’s world.  He does the right things, for the right reasons, in the right way.    
  •  He preaches awareness, demanding that his staff understands what is going on around them, what divergent forces are impacting their processes, and what can be learned from the causes and effects witnessed;
  • He is consistently great while being consistently innovative; there are things that must stay the same and things that must change, and those things must exist in tandem;
  • He makes those around him better by demanding excellence – he asks that his cohorts desire to be better today than they were yesterday;
  • He understands people and their reference points and what creates the timeless keepsake of a memorable experience;
  • His principles rule the day; he knows which things are beyond compromise and must remain for all seasons (in the Sir Thomas More way, I mean, not the menu-rotation way);
  • He is both smart and thoughtful;
  • He works hard and works humbly;
  • He cares about more than just himself;  he is committed to uplifting the entire dining industry, not just himself or his own business interests; and
  • He is a true believer who invests his staff in organizational goals that consider all stakeholders. 
It is not hard to see why his reputation as a teacher and mentor adjuncts to his renown as a world class chef. [FN1]
 
As any great leader does, Mr. Keller has deeply held values and principles.  New employees do not simply enter a kitchen upon signing with Mr. Keller; they enter a philosophy.  Literally.  Each newbie receives a list of “core values” which are expected to be “imbued in [their] core” as they work “tirelessly and fearlessly” towards the common goals of the organization.  Through this philosophical fulcrum of character unity, consistent excellence can be achieved in all of Keller’s kitchens and enterprises while creativity remains intact.

Here at SPS, we too strive for consistent excellence, with each classroom being a separate enterprise linked to a broader, common goal and held to common expectations.  As such, we continually are in the process of redesigning the orientation/workshop for newly hired adjuncts.   Drawing from Mr. Keller’s inspiration, I think it would be advantageous if we had a list, similar to Mr. Keller’s, outlining the core values that each SPS instructor must possess and embody.   We all teach in our classrooms from our own authentic, creative selves.  But there are common denominators that make SPS instructors great and that set apart the educational experiences we provide. 

In an effort to capture those commonalities, we would like to make a list of “The 10 Core Values of an SPS Instructor” and we would like your input in the process.  You do not have to make a list of 10 things – by all means do so if you have the inclination – but it would be great to hear what each of you consider the most important core value an SPS adjunct can honor and hold.

After reviewing your feedback, we will compile a list, circulate it to all, and make it a critical piece of our new adjunct orientation.  Perhaps the best way we can orient a new instructor to SPS is to let them know with clarity and conviction those common things for which we each uncompromisingly stand.

Please reply to this post and share your preeminent core value(s). 

[FN1] Here is a clip of Mr. Keller teaching Adam Sandler how to make "The World's Greatest Sandwich" for a movie scene.  If ever the Chef's genius is in doubt, realize that he invented a sandwich combining the greatest elements of the BLT, grilled cheese, and the Fried Egg Sandwich into ONE mouth-carnival-between-two-slices-of-bread sandwich.  The recipe is included in the clip.  You are welcome. 

19 comments:

Diane Hristofis said...

*Passion - we are passionate about teaching and inspiring lifelong learning.

*Respect & Humility - we value the talents, perspectives and experiences of others; we recognize our personal limitations.

Raymond Kelly said...

Dedication- Educators tirelessly devote themselves to the students and the curriculm they teach...24/7/365.

Accesible- Educators need to not only make themselves available when students need them but they need to constantly probe student's understanding by challenging them.

Anonymous said...

Posted on behalf of Sherri VanHouten, Instructor of Philosophy and Religion:

"An Instructor needs not only a passion for what he or she is teaching, but also the ability to transfer this passion to the learners. If they can see that spark in the Instructor's eyes, they can feel that spark inside their heads, too. We need to excite them into wanting to learn more, be hungry for the full-course meal that is being offered."

tim salo said...

If I were to summarize Mr. Keller's approach to, and emphasis on core values, I would list Integrity as the one that combines all of them. I think that every SPS instructor worth their training should have personal and professional integrity. Integrity is the virtue that covers all our mistakes and human errors, even as leaders. It makes the biggest impression on the students we connect with. Integrity is a standard that breeds academic excellence. If I were to put a picture of that in the dictionary I would think that our own Anthony Yacullo would fit nicely there!

Hank said...

I have adopted the philosophy of one of my many mentors, who said that we must "meet the learner where the learner needs to be met" (as opposed to where we are or where we want them to be).

Anonymous said...

Among the many values that one could think of, I would underline in a particular way:
- genuine care and respect for the learners, not only as “students” but primarily as persons
- individual approach to learning, thus recognizing that each person learns on his or her pace
- emphasizing the importance of education in itself; one does no simply learns for the grade, but for knowledge itself

Wojciech Mrozek

Jim VS said...

Great post Anthony, very well articulated!
My 4 cents:
1. Authoritative subject matter expertise - students respect this
2. Flexible student oriented teaching style - Students show a better learning curve
3. Inspiration - students find the subject relevant
4. Empathy - Students need to leave the course alive.

Jim Samuel,
Student mostly + teacher sometimes

Mary Ann Raimond said...

Your description of Ellen Boltizar's many wonderful characteristics would make a terrific list of core values, Anthony!

Joel said...

Continuous Improvement - We are each responsible for making our students and ourselves better; better thinkers, better communicators and better decision makers. This results in developing each student into a significantly better business manager and leader by the time they complete our program.

Joel S.

Ellen Boltizar said...

A value that I believe applies to our adjunct duties at Centenary College is that of responsibility. We are responsible to our students, to deliver relevant and valuable coursework. We are responsible to the academic community to provide a scholarly and multidisciplinary environment. We are responsible to our college to reflect academic rigor, integrity, and high achievement standards. E. Boltizar

Norm Stafford said...

Core Values for SPS Instructors
Having taught a number of courses in the SPS program over the years, and having taught literally hundreds of SPS students at the undergrad and graduate level, I’ve developed and attempted to adhere to three personal “Core Values” which I consider and use in each class that I teach, and with each individual student that I guide through the course curriculum. My three “Core Values” are related to the three primary responsibilities that I have to the student and the educational institution.

My Professional Responsibility:
I am responsible for inserting into the class, regardless of the subject of the course, business realities, experiences and methodologies which will assist them outside of the class and in the pursuit of their professional career. I include success and failures that I’ve had, and those of colleagues that I have associated with over the course of my career. The reality of the learning process is that we tend to learn and retain more from our mistakes than we do from our successes.

My Academic Responsibility:
It is critical that I make sure that students learn the fundamentals of the content and theory of the course, and that they use the prescribed and approved academic resources to defend the positions that they take in the classroom discussions and in the written assignments. This also includes the use of APA formatting to properly give credit to their sources. This requirement is mandatory for the institution’s continued accreditation. For the student, it’s a means of learning to do the research, and provides benefit if the student decides to continue his or her studies in advanced graduate levels.

My Personal Responsibility:
I have a responsibility for learning the capabilities and the difficulties of the individual students, and for gauging the dynamics of the class as a whole. It’s obvious that each student is different, but it’s sometimes not so obvious that the group composition and group personality is also different for each group of students. Group dynamics has an impact upon how students respond in class discussions. My responsibility to the student is to be flexible regarding how I interact with individual students, that I treat all students equally, and that I convey the fact that I genuinely care about each and every one of them.
Norm Stafford

Anna Deuchar said...

Mutual respect for our students and recognition of them as individuals with different personal needs and learning styles.
As an adjunct who teaches totally online courses, it is my responsibility to make a "connection" with each student from the very first week of class through calls, emails, etc., to let them know that I will be available to them throughout our eight week course to assist them on their journey.

Angie Watson said...

As a graduate of the SPS program, I can speak from both points-of-view.

So many good things have already been noted but I would like to add the following:

- Respect for the students and the program
- Knowledge
- Credibility
- Responsiblity in getting the assignments uploaded and graded in a timely manner
- Availability to the students
- Flexibility and Willingness to work with the students to help them succeed

Anonymous said...

Posted on behalf of Ralph Garlin Clingan, PhD:

I will expound on the four core values for academic transformation in learning later. For now, I emphasize increasing: 1. Awareness; 2. Relatedness; 3. Freedom; and 4. Autonomy.

These principles to be acted upon expand the basic scientific method pioneered by Rene Descartes and the Enlightenment.

Mark Burgess said...

Anthony,

Great topic for discussion. I would add passion for teaching -- the students know who the instructors are who have a passion for not only the topic they are teaching but for helping the students get the most from the experience. My goal is that my students will remember the classroom experience long after the grade goes in. Six months, six years or longer -- they remember the discussion, the logic the focus in the classroom. Why what they are learning is important and how it can be applied to their professional and personal lives. That is a challenge and one all instructors can share.

Mark

John Civardi said...

As an instructor in the associates program and with only 8 weeks in a class, I am working with students who have a different skill set. The values that I believe they find most important are:
1. Trust - at the first class they need to look you in the eye and trust that you are both a subject matter expert and a great instructor. It needs to happen that first night (for on line classes I guess you earn it over time)
2. Confidence/Courage - when you have student that is not doing well or is not responsive you need to confront that student and it takes courage and confidence. These may not seem like "values" but perhaps depending on your reference point they are.
3. A sense of wonder/awe. I still am amazed at the beauty of mathematical principles when I teach them and I convey this to the students.
4. A sense of joy - the sense of wonder can be overwhelming and intimidating - especially for those rusty in math and sometimes wonder can inspire fear. But that is just the opposite of what we want to happen in the class room. We want them have joy when the study, joy when they read, joy when they are struggling with a problem. When a student comes to board and solves a problem and they have the aha moment and the class is clapping, that is joy.
5. Love - as an engineer, I am not too familiar with the various meanings but I understand the ancient greeks had several words for Love. By love I mean Love for each student and the willingness to stay late with them or have an extra help session. Love for the material by a desire to increase your expertise. Love for Centenary and its policies and its faculty.
6. Consistency - not just within the class but knowing that when a student takes a class at Centenary whether it is taught by me or someone else there is a level of consistency - consistently great that will happen. All of us are connected and the students see it.

Anonymous said...

Anthony,

Thanks for discussing this important topic and giving us the opportunity to provide input. I think encouraging our students goes a long way and encouragement should somehow be included in our core values.

Dorothy Williams

Anonymous said...

Stephanie Melick

I asked my AFC students to identify which of these values were the most valuable for our course. Their thoughts were as follows:
1) A person cannot make an Impact if there is no Respect
2) If you feel Trust, you are more likely to take Initiative or risks
3) Without Awareness there can be no Consistency

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