April 9, 2025 • 36 mins
When was the last time your school implemented a crisis plan—not for students, but for the faculty and staff who are drowning in invisible labor?
Dr. Patrice Buckner Jackson (PBJ) tackles this urgent question, revealing a troubling paradox in education: we meticulously plan for every student crisis while having zero systems in place to prevent, respond to, or recover from faculty burnout.
Drawing from her dissertation research on campus crisis management, PBJ introduces a groundbreaking approach to educator burnout using the National Incident Management System (NIMS) framework. This episode focuses specifically on prevention—the crucial first phase that can halt burnout's devastating progression.
Through four essential prevention strategies—early warning systems, workload analysis, institutional culture development, and resource allocation—PBJ provides a practical roadmap for educational leaders at all levels. She challenges us to move beyond empty "people first" rhetoric and implement tangible support mechanisms that acknowledge the unaccounted labor weighing down our educators.
"It does not count until you count it," PBJ emphasizes, highlighting how mentoring moments, emotional support, and crisis interventions remain invisible in workload calculations. These missing pieces explain why traditional employee satisfaction surveys fail to capture educators' true experiences.
Whether you're a school administrator with budgetary authority or a team leader with limited resources, this episode offers actionable steps to begin preventing burnout today. PBJ's message is clear: "Stop focusing on what you can't do... Do what you can do and do it now."
Ready to disrupt burnout in your educational setting? Download the STOP Plan to incorporate micro-breaks into your routine and create sustainable rhythms of rest for yourself and your team. The education crisis is real—but with these prevention strategies, we can start building solutions that truly put our people first.
Upgrade to Premium Membership to access the Disrupting Burnout audiobook and other bonus content: https://www.buzzsprout.com/1213895/supporters/new
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
So it's not just meetings and it's not just the
actual programs and it's notjust executing the things, but I
know you're also meeting withstudents who just pop up in your
office.
You are mentoring, you arewiping tears, you are giving
money so students can eat.
I know that those things arehappening.
How do I know?
Because I did it and thosethings are not accounted for and
(00:23):
those things are not accountedfor.
The invisible labor is notaccounted for.
Those mentor moments, thosesupport moments, those crisis
moments that you can't put onthe calendar, those things that
keep you after work to seven,eight, nine o'clock at night,
those things that keep you afterthe program till midnight and
then you come back at eighto'clock the next day.
(00:44):
Those things are not accountedfor in the workload.
So when we go forward and saymy folks are overworked, they're
tired, all we hear iseverybody's tired, everybody's
overworked.
But, friend, you can count it.
It does not count until youcount it.
(01:04):
Hey, hey, friends, I am DrPatrice Buckner-Jackson, but you
can call me PBJ.
Welcome to another episode ofthe Disrupting Burnout Podcast,
where we are equipping you withthe strategies for pouring out
purpose without continuing tolive through the consequences of
burnout.
Friend, I'm excited about theconversation that we are going
(01:28):
to have over the next few weeksand I'm just going to jump right
in today because I'm ready toshare this with you and it's
important for you to hear.
I will say that this is focusedon educators, but I believe
it's applicable to anyorganization.
I will also say this is onethat you need to share.
You need to share with whoeveryour supervisor is.
(01:50):
You need to share with whoeveryour dean or your AP or your
principal or whoever needs tohear this.
You need to share this forward,because we have every plan in
the book to prevent, to respondto, to recover from crisis
concerning our students, and wehave no plans concerning our
(02:14):
faculty and our staff, and it ishigh time we need a crisis plan
.
We need a crisis plan forfaculty and staff and let me
tell it to you this way.
So my dissertation research ison crisis management on college
campuses and, of course, I wasspecifically focused on how
(02:37):
we're responding and who'sresponding to crisis concerning
students, specifically, the roleof the dean of students in
crisis management concerning ourstudents.
Right, and most of us areconcerned about crisis when it
comes to our students, so wehave fire drills and fire plans
(02:58):
and active threats and weatherplans and all of these things.
And if we're really good at it,we've done tabletops and we've
practiced and we have regularconversations about it.
Now, sometimes it's justwritten and it's off in a corner
somewhere and when we need itwe have to go find it.
That's another issue.
But if we're really good at it,we've written it, we've
(03:18):
rehearsed it, we've tabletoppedit, we've shared it with folks
and we know what to do, or atleast we know how to put our
hands on it quickly when theneed comes.
Concerning our students, whatare we doing for our faculty and
staff?
Specifically concerning burnout, what is the crisis plan?
(03:40):
How are we preventing,preparing for, responding to,
recovering, from mitigating theimpacts of burnout in our
faculty and our staff?
We've had so many conversations, friend.
We've talked and talked andtalked around burnout, but we're
(04:02):
not getting to the heart of it,and you know that the
foundational strategy that Ishare here is disrupting burnout
.
So check your baggage.
You need to build yourboundaries and you need to
discover your brilliance, andthose are personal strategies.
Those are strategies that anindividual, a professional, an
(04:23):
educator has to do forthemselves, and I believe that's
the first stop.
You are your first advocate.
You have to value you first.
Beyond the personal, we knowthat our work environments
contribute to the impacts ofburnout on our people.
(04:43):
We know that we have lost somevery good educators because they
just can't take it anymore andthey don't know what else to do.
They still love the work, theystill love the students, but
they just can't do it like thisanymore.
So it is high time that wecreate a crisis plan for our
(05:05):
faculty and staff concerningburnout Now, pbj, I can't stop.
I don't have time to stop.
If I stop, all of this fallsapart.
We're short-staffed.
I don't have anybody that cantake my place at work.
I don't have support at home orat work to stop friends work.
(05:27):
I don't have support at home orat work to stop friends.
If any of these thoughts cometo mind when you think about
taking a break, you are theperson who needs to stop the
most.
I want to offer you our stopplaying simple.
I want you to use the samestrategies and wisdom and skills
that you use at work, and I'mgoing to guide you to using
(05:48):
those strategies to plan microbreaks.
I'm not talking about a month'ssabbatical, but can you
incorporate micro breaks intoyour life as a regular rhythm of
rest so that while you areserving, while you are giving,
you can have moments of revival,so that you can live the life
(06:12):
you're living sustainably.
Friend, you need to grab thisstop plan.
Make sure to click the link inthe show notes or wherever
you're watching or listening tothis, so that you can get what
you need right now.
It can't wait.
I know you do a wonderful job,but people don't know what it
(06:32):
costs you to be you, and youknow what the cost has been.
It's time to stop.
Grab the plan today, Now.
As I was thinking about thisrecently and I'm so excited to
share this with you all, I wasreflecting back on my
dissertation work and in myresearch, I focused on the
(06:53):
phases of crisis managementgiven to us by NIMS through the
Homeland Security Department andour federal government here in
the US.
Nims is a system that allowsthe federal government, local
(07:14):
government organizations,private folks to come together
to work in collaborationconcerning a variety of
incidents.
Right so if there is ahurricane.
Recently, here in AugustaUniversity, we experienced a
hurricane, and the response tothat hurricane was not just from
(07:37):
our local government or ourlocal organizations, but our
state government was involved,our federal government was
involved.
Our federal government wasinvolved.
Fema came down and set upoffices here for a while, and
not just the water that wasbeing given away here on the
ground, but we got resources,not just water and food, but
(07:58):
people, resources from otherareas.
Because NIMS has a structuredsystem that encourages all of
the agencies and entities towork together to prevent, to
prepare for, to respond to, torecover from and to mitigate
crisis.
That's what NIMS is about.
(08:19):
It's a common language, it's acommon structure for all of us
to be aware of and to fall intoso that we can respond
appropriately.
So when I think about the NIMSstructure, I'm thinking, man, we
can use this in our schools torespond to burnout.
And I know it's not a massivehurricane, I know it's not a
(08:42):
structure fire or wildfires.
Right, I know that's not whatwe're talking about, but, friend
, it's a fire and it's awildfire.
And you may not see the smokewhen you look out your windows.
It may not be people losingtheir homes, but people are
losing their minds, they'relosing their health, they're
(09:03):
losing their passion for thework.
So we are in a crisis in theacademy, in education.
We're in a burnout crisis andthere is a proven structure.
Nims gives us a provenstructure for responding to
crisis and managing crisis.
(09:23):
So I want to take thatstructure over the next few
weeks and let's talk about howwe can apply this proven,
acknowledged national structureto the crisis of burnout in
education.
So there are five phases ofcrisis management according to
(09:45):
NIMS, right, and those phasesare prevention, preparedness,
response, recovery andmitigation.
So let me say them againPrevention, preparedness,
response, recovery andmitigation.
And if you have been listeningto me for a while, then you've
(10:06):
heard me use some of thislanguage, because crisis is what
I do, like it's my thing, right, it's my thing, it's my
research, it's what I've done inmy career, it's my thing.
So I've used some of thislanguage.
But I specifically want to walkthrough this prescribed process
concerning burnout for ourfaculty and staff and building a
(10:27):
crisis management, not just aplan, but a system for how we
are addressing burnout ineducation.
So today I want to start withthe first phase of crisis
management according to to NIMS,and that is prevention.
(10:48):
So how can we prevent theburnout epidemic from escalating
even further?
How can we prevent the loss ofmore educators?
How can we prevent the physicaland mental and cultural and
organizational impacts ofburnout from going to yet
(11:11):
another level?
What can we do to prevent whatwe see coming and what has been
happening?
So let's talk throughprevention.
The prevention stage is allabout what can we do to stop the
negative impacts of theincident right or of the crisis.
(11:35):
So the crisis that we aretalking about is burnout and
faculty and staff.
What should schools, academies,colleges, universities,
organizations be doing right nowto prevent the consequences of
burnout from escalating evenfurther?
So there are one, two, three,four.
(11:57):
There are four different areasI want to talk to you about
today of prevention.
All right, so we're focused onprevention, and those four
different areas are earlywarning systems, workload
analysis and management,institutional culture
development and resourceallocation planning.
(12:19):
So these are, um, thesecomponents of prevention are the
same things that we do orshould be doing concerning NIMS,
concerning wildfires,concerning hurricanes,
concerning other things thatcould be happening in our
community, and we want to applythem to the academy, to
(12:39):
education, to supporting ourfaculty and staff.
So let's start with earlywarning systems.
So, in higher education,serving as Dean of Students and
Vice President and AssociateVice President of Student
Affairs, I was deeply involvedin early warning systems and we
(13:00):
had several levels of earlywarning systems right.
So we had some communicationlevels that we were responsible
for.
If we were aware of anypotential threat, if we had any
knowledge that there was apotential threat on or around
our campus, we had acommunication plan and a
(13:21):
communication system to leteveryone know.
So no hiding what the possiblethreat was, and not just letting
folks know about the potentialof a threat or a known threat,
but giving them instructions ofwhat to do.
And sometimes those threats hadnothing to do with our campus,
they were just near us, but theywere close enough that they
(13:44):
could impact our people.
So we worked in the Dean ofStudents Office.
We were responsible forcommunicating with students, but
we also had our communicationsdepartment on campus who would
communicate with faculty andstaff, and we had to make sure
that message was streamlined.
We had to make sure thatmessage was accurate.
We had to make sure that therewere resources and instructions
(14:05):
and calls to action in thatmessage.
So how are you communicating toyour faculty and staff
concerning the impacts ofburnout?
What conversations are wehaving beyond take a walk and
get a facial, okay, beyondwork-life balance, which is not
(14:27):
a real thing.
Y'all already know how I feelabout that.
How are we communicating theimpacts of burnout to our
faculty and staff?
I'm telling you, the mostpopular thing I hear as I travel
and talk to folks about burnoutis I finally have a name to it
PBJ.
I thought it was me.
(14:47):
I thought it was me.
I thought I was weak.
I thought I was the problem.
I thought I couldn't handle it.
We are not talking about it.
We have not created space and aculture for people to raise
their hand and say they'restruggling.
We have not defined burnout inour context.
We are not having conversationsabout how to prevent and what
(15:11):
the impacts of burnout are.
We're not warning.
In higher ed it was called atimely warning.
We're responsible for sending atimely warning.
We're not warning our facultyand staff about the impacts of
burnout.
We're not talking about whatleads to burnout.
We're not having theseconversations.
(15:33):
So in the early warning system,you need some communication.
We've got to stop talking aboutit.
We can't keep pretending thatit's not a real thing or it's
not a serious thing.
We've seen the impacts of itover and over and over.
So it is time for us to havesome timely warning
conversations about burnout,with our faculty and our staff
(15:58):
Going forward.
In addition to communicating tostudents, I was also the chair
of the behavior assessment teamor the behavior intervention
team, whatever you call it BATBIT, whatever different campuses
have different names for it.
But basically it was a way forfolks to let us know when they
(16:18):
were concerned about a studentand if you're doing it really
well, not just about a studentbut a faculty or staff member.
It was a way to say, hey, I saw, observed, heard, know of this
situation and y'all might needto be aware of it, right?
So it was a way for us tobecome aware of folks who are
(16:39):
struggling and to take someaction to support them before
that struggle became some sortof incident, an incident for the
individual or an incident forour campus.
So there were faculty and staffmembers who might say this
student hasn't shown up in twoweeks and they won't respond to
(17:00):
my email.
Or maybe there's a coach thatwould say I think this student
needs to be referred to acounselor.
Here's what I've seen.
Or maybe a student that says,hey, my faculty member said some
things in class and I'm alittle worried about them, you
know.
So it's not a system to shutdown rights or to what am I
(17:21):
trying to say?
Just to spotlight people, butit is a system for identifying
who might be struggling and totake action to support
individuals who are strugglingin our communities.
So it was our early warningsystem and what we had to do was
we had to educate the entirecampus.
We have a system.
(17:42):
People don't just know this.
This is not second nature forfolks who are not doing this
work every day.
So we had to say hey, facultystaff, students, there is this
link, this website that you cango to to let us know when
somebody is struggling.
When you're worried about aroommate, you're worried about a
(18:03):
friend and you don't know whatto do, there is a thing, there's
a thing that you can go to andyou can tell us about it.
You can even do it anonymously.
You don't even have to tell mewho you are, but tell me who's
struggling and, based on theinformation we receive, we take
appropriate action.
If action is called for, right,we take appropriate action to
(18:24):
support the person or the peoplewho are impacted or involved.
What is the early warning systemfor burnout?
How can faculty and staff inyour institution raise their
hand and say I'm struggling, I'min the weeds, I'm blown, I'm
(18:44):
overwhelmed, I'm burnt out, I amstruggling.
I need some help.
What is the early warningsystem and what are the steps
you take after an early warninghas been given?
It's not good enough just tohave the system where people are
submitting.
(19:04):
What are you going to do withit?
Who's responsible for triagingwhat comes in and walking
through what the appropriatenext steps are?
This is to prevent largeincidents.
This is to prevent the massivenegative impacts of burnout.
This is before a person gets torock bottom.
(19:25):
This is before a person needsFMLA.
This is before a person walksoff rock bottom.
This is before a person needsFMLA.
This is before a person walksoff their job.
What are you doing when someoneraises their hand?
Is there even a system, isthere a process for someone to
raise their hand and say I amstruggling, I'm struggling, I
(19:46):
need help?
So you need an early warningsystem, friend, not an employee
satisfaction survey.
Your employee satisfactionsurvey is not telling you how
your people are doing.
It's not even telling you howsatisfied they are.
Can we just be honest?
(20:06):
I'm not.
How safe do your people feeltelling the truth on those
surveys and we love to laud thegreat outcomes that we got on
the survey.
Friend, your people don't feelthat way.
They're not telling you thetruth and you know how.
I know Because I've been in theroom where people say how they
(20:28):
really feel.
But then when we hear theoutcome of the employee
satisfaction survey, it does notalign.
It's not in alignment with whatwe're seeing and hearing from
our people.
Where is the wellness check-in?
How do you periodically checkin on your folks on different
(20:49):
levels?
Maybe it's through one-on-oneconversations Do your folks even
get one-on-one check-ins?
Or maybe it's through anonymoussurveys, or maybe it's through
some sort of reporting mechanism.
How are you checking in on thewellness of your people?
How do you know how folks aredoing before the burnout
(21:11):
incident?
So you need early warningsystems.
You need a workload analysisand management.
One of the things that Irecommend in workload analysis
is a desk audit.
So often desk audits have beendone when we don't think people
(21:33):
are doing their work, when theysay they don't have time to do a
good job.
It's often a HR mechanism ortool that we use to say, okay,
let's see what you're reallydoing, let's see what you're
doing with your time right.
But what I am suggesting hereis not like a punishment or a
(21:53):
tool to prove that somebody isnot doing their work.
There was a time that I went tomy entire area and I said I'd
like for us to do a desk auditfor the next two weeks and I
want to know where you'respending your time and what
you're doing.
And the reason why I did thatand I told them this is because
I can't accurately tell ourstory, because I need data.
(22:18):
I need to be.
I know you're working hard.
I know you're working so manyhours over 40.
I know that so much of yourtime cannot, has not been
accounted for right.
So it's not just meetings andit's not just the actual
programs and it's not justexecuting the things, but I know
you're also meeting withstudents who just pop up in your
(22:41):
office.
You are mentoring, you arewiping tears, you are giving
money so students can eat.
I know that those things arehappening.
How do I know?
Cause I did it and those thingsare not accounted for.
The invisible labor is notaccounted for.
Those mentor moments, thosesupport moments, those crisis
(23:01):
moments that you can't put onthe calendar, those things that
keep you after work to seven,eight, nine o'clock at night,
those things that keep you afterthe program till midnight and
then you come back at eighto'clock the next day.
Those things are not accountedfor in the workload.
So when we go forward and saymy folks are overworked, they're
(23:22):
tired, all we hear iseverybody's tired, everybody's
overworked.
But, friend, you can count it.
It does not count until youcount it.
I don't love that, but it's thetruth.
It does not count until youcount it.
So do a desk audit, have yourfolks write down.
(23:45):
For this hour I was in staffmeeting for this 15 minutes a
student dropped by with thischallenge.
Or for this two hours I waswalking around campus with a
student trying to calm them downbecause they struggle with
anxiety.
Or I was walking a student tothe counseling center because
they wouldn't go unless I wentwith them.
Like these are the things thatare not accounted for.
(24:06):
Or I'm a faculty member and Iserve here and I serve there and
I serve on this committee andthat committee and then I have
to do the work of the committeeoutside of the committee
meetings.
How are we accounting for theinvisible labor?
What system do we have in placeto reward this kind of labor
(24:29):
and don't run away, friend,because we all automatically
think we can't pay them more.
We can't pay them more?
Ok, then be creative.
How can it contribute topromotion?
How can it contribute to tenure?
How can it contribute to awardsand recognition?
How can it contribute to givingpeople more time off?
(24:49):
Oh my gosh, you were here tillmidnight last night.
I don't want to see you untilnoon today and you don't have to
take a time off because youalready worked hours.
How are we paying attention tothe workload Instead of just
saying everybody's tired, countit.
Know what you're dealing with.
(25:10):
Know how many hours your folksare working.
Know what they're doing withtheir time, not to micromanage
them, but to make sure that weare not wearing out our good
people.
We have to manage the workbetter.
We have to manage the workbetter.
(25:30):
We have to find a way to get itall done without using, abusing
, misusing our most dedicatedpeople.
So we need some servicetracking systems.
We need some transparenttracking systems so that people
can say what they're doing.
Tracking systems so that peoplecan say what they're doing and
(25:53):
we can really tell the story ofour departments, of our areas,
of our divisions, of ouruniversities, our schools, so
early warning systems.
We're talking about preventiontoday, workload analysis and
management and management.
(26:14):
We need institutional culturedevelopment.
I can't tell you the number oftimes that I hear people first,
people first, people first.
We are family Like.
We are the whatever family, weare the this family, we are the
that family.
I almost said a name, but I'mnot going to say it.
I'm not going to say it becausethis is not about any
individual institution, becauseall of us are struggling here.
What is the culture aroundwellness and boundaries and care
(26:38):
for your people?
Friend, listen, hear me, it'stime out for just talking about
it.
It's cute, it looks good on thewebsite, it looks good on the
marketing materials, but yourpeople don't believe it.
They're not experiencing it,they're not living it.
How are you really puttingpeople first?
(26:59):
What is the culture for someoneto raise their hand and say
they're struggling?
What happens?
How are they perceived?
Are they now the problem?
Do we treat them like someonewho's inept or can't deal?
Or is the weak link?
What happens?
(27:20):
Do we gossip about it and talkabout it and spread news about
somebody's struggle?
What is the culture of yourinstitution in really taking
care of people?
Are you even aware of yourpeople?
Are you thinking about them?
Do you see them or are you justlooking at the outcomes?
(27:41):
Look at your KPIs.
Is there anything in your KPIthat's counting how you're
taking care of your people?
Not in a surface way, not in acheck the box way.
Yeah, we say this.
We say that we have thisprogram and nobody comes to your
program, or they come becausethey're voluntold or mandated to
(28:04):
come and it's a waste of theirtime.
Friend, we got to talk.
We got to talk.
Can we be real?
We have to be real.
We cannot continue to pretendthat this is not happening.
We cannot continue to pretendthat our people are okay.
(28:25):
They are not okay.
Everything is not fine.
It's on fire right now.
So we got to really really getdown to the nitty gritty and
have a plan.
So culture matters, culturematters.
And are you telling folks justto take care of themselves or
(28:47):
are you showing them People willdo what you do, not what you
say?
What are the boundariesconcerning when we're sending
email, when we're responding toemail?
Well, I work best four o'clockin the morning.
Pbj, I got you.
So do I, but you can schedulethat message to go out at 930.
It doesn't have to go out atfour.
When it goes out at four, thenyou make people feel like that's
(29:11):
when they should be working.
What is the culture of doingwork after your work hours?
What does that look like andhow are we compensating for that
in some way?
In some way, even if it's notmoney?
How are we compensating forthat time?
Friend, we have hired folks andwe expect them to give their
(29:32):
entire lives to our workplaces,our organizations, our schools.
We expect them to giveeverything for the sake of the
student.
You're doing it for the sake ofthe student and we love our
students.
Come on, come on.
We love our students and yourpeople are tired.
(29:52):
They're tired.
The context in which we areserving right now is not the
same.
There is nothing normal aboutwhat's going on right now.
Nothing, nothing normal aboutthe issues that students are
bringing to school, nothingnormal about the context in
which students live outside ofschool and it bleeds over into
(30:15):
school.
There's nothing normal aboutthe challenges to teaching and
learning right now.
There's nothing normal.
So we need a culture.
We need a culture change.
So early warning systems,workload analysis and management
, institutional culturedevelopment.
And we need resource allocation.
(30:35):
We need resource planning.
How are you budgeting tosupport your folks in high
stress times?
Show me the money.
You put people first.
Show me the money.
I'm telling you where yourmoney is.
(30:56):
Your heart is every single time.
Where your money is, your heartis.
So if you really want to countit, if you really want to know,
if your people first look at thebudget, where are we spending
the money?
How much professionaldevelopment are we doing?
How much coaching anddevelopment are we doing?
How how much personal resources, counseling and otherwise do we
(31:20):
have?
And it's not just spendingmoney to get these things.
It may be a partnership, it maybe community resources, it may
be people resources, but whatare we doing to support our
people?
How are we allocating thelimited resource that we have?
One of the workshops I do iscalled managing capacity, and
when I talk to teams about howare you managing the limited
(31:43):
time and energy that you have?
How are you prioritizing?
When everything is a priority,when everything feels urgent and
important?
We have to allocate resourcesappropriately in order to
prevent further consequences ofwhat resources are available to
you and your team.
I'll give you an example.
(32:04):
So I know in K-12 school, oneof the issues is folks never get
a break between teaching youractual classes, supervising
lunches and recess, and all this.
You don't get your realplanning time, like there's
supposed to be a planning period.
It's not like it's nothappening.
That's what teachers aretelling me.
They don't have their planningtime, they don't have their
(32:26):
downtime, they don't have theirthink time.
So what can we do, pbj?
How can we help our people restwhen there's not time for you?
Bringing substitutes foreverything else.
If they couldn't come to school, you would bring in a
substitute.
So can you bring in substitutesthat will give coverage so that
(32:47):
teachers can have theirplanning time?
Listen, it's about strategy andcreativity.
We get locked into.
There's nothing I can do.
There's nothing I can do, andthat's not true.
That's not true.
Even I don't care what levelyou're at.
I know you don't control thewhole thing, I know you're not
(33:10):
responsible for everything.
But, friend, start where youare.
What can you do this week?
What can you do this week toimplement some prevention for
your faculty, your staff, yourteam?
Think about early warningsystems.
(33:31):
Think about workload analysis.
Think about institutionalculture.
What can you put in place?
Think about institutionalculture.
What can you put in place.
Think about resource allocation.
What can you do this week as aprevention measure to support
your folks?
I'd love to hear about it.
I'd love for you to commentunder this podcast, wherever
(33:53):
you're listening to it, watchingit.
I'd love for you to post onsocial media or reply to an
email from me.
Let me know what are you doingright now?
One thing, what is one thing youcan do to move towards
prevention and preventingfurther consequences of burnout
with your folks.
(34:14):
It's time, friend.
We have to do something.
And if you are an individual,what are you doing for you?
I told you we're disruptingburnout, checking your baggage,
building your boundaries,discovering your brilliance.
I've offered you to stopplaying.
How can you plan your nextmicro break?
(34:35):
What does it look like for youto change the rhythm of your
life and incorporate some stopsand some breaks so that you can
breathe?
You should get that stop plan.
Go to my website,patricebutnerjacksoncom, or on
social media, you can respondand grab it right.
We need to do something now.
(34:56):
Stop waiting.
The wait is over.
We know what we're dealing withand it's time to do something
about it.
All right, so for the next fewweeks, we're going to be talking
about building a crisis plan toprevent, to respond to, to
mitigate, to prevent, to respondto, to mitigate, to recover
(35:19):
from the impacts of burnout inour schools, our colleges, our
universities.
I hope you're down for thisconversation because I'm ready
to share it with you.
All right, friend, as always,you are powerful, you are
significant, you are brilliant,you can figure this out.
Oh, friend, listen to me, youare brilliant, you can figure
this out.
(35:39):
Oh, friend, listen to me, youare brilliant, you're brilliant.
Do what you can do.
Stop focusing on what you can'tdo, what you're not in control
of, what they won't approve.
Do what you can do and do itnow.
Do it now, do it now, and if Ican help you, you let me know.
You are brilliant.
(35:59):
Love always, pbj.
Bye, friend.
So it's not just meetings and it's not just the
actual programs and it's notjust executing the things, but I
know you're also meeting withstudents who just pop up in your
office.
You are mentoring, you arewiping tears, you are giving
money so students can eat.
I know that those things arehappening.
How do I know?
Because I did it and thosethings are not accounted for and
(00:23):
those things are not accountedfor.
The invisible labor is notaccounted for.
Those mentor moments, thosesupport moments, those crisis
moments that you can't put onthe calendar, those things that
keep you after work to seven,eight, nine o'clock at night,
those things that keep you afterthe program till midnight and
then you come back at eighto'clock the next day.
(00:44):
Those things are not accountedfor in the workload.
So when we go forward and saymy folks are overworked, they're
tired, all we hear iseverybody's tired, everybody's
overworked.
But, friend, you can count it.
It does not count until youcount it.
(01:04):
Hey, hey, friends, I am DrPatrice Buckner-Jackson, but you
can call me PBJ.
Welcome to another episode ofthe Disrupting Burnout Podcast,
where we are equipping you withthe strategies for pouring out
purpose without continuing tolive through the consequences of
burnout.
Friend, I'm excited about theconversation that we are going
(01:28):
to have over the next few weeksand I'm just going to jump right
in today because I'm ready toshare this with you and it's
important for you to hear.
I will say that this is focusedon educators, but I believe
it's applicable to anyorganization.
I will also say this is onethat you need to share.
You need to share with whoeveryour supervisor is.
(01:50):
You need to share with whoeveryour dean or your AP or your
principal or whoever needs tohear this.
You need to share this forward,because we have every plan in
the book to prevent, to respondto, to recover from crisis
concerning our students, and wehave no plans concerning our
(02:14):
faculty and our staff, and it ishigh time we need a crisis plan
.
We need a crisis plan forfaculty and staff and let me
tell it to you this way.
So my dissertation research ison crisis management on college
campuses and, of course, I wasspecifically focused on how
(02:37):
we're responding and who'sresponding to crisis concerning
students, specifically, the roleof the dean of students in
crisis management concerning ourstudents.
Right, and most of us areconcerned about crisis when it
comes to our students, so wehave fire drills and fire plans
(02:58):
and active threats and weatherplans and all of these things.
And if we're really good at it,we've done tabletops and we've
practiced and we have regularconversations about it.
Now, sometimes it's justwritten and it's off in a corner
somewhere and when we need itwe have to go find it.
That's another issue.
But if we're really good at it,we've written it, we've
(03:18):
rehearsed it, we've tabletoppedit, we've shared it with folks
and we know what to do, or atleast we know how to put our
hands on it quickly when theneed comes.
Concerning our students, whatare we doing for our faculty and
staff?
Specifically concerning burnout, what is the crisis plan?
(03:40):
How are we preventing,preparing for, responding to,
recovering, from mitigating theimpacts of burnout in our
faculty and our staff?
We've had so many conversations, friend.
We've talked and talked andtalked around burnout, but we're
(04:02):
not getting to the heart of it,and you know that the
foundational strategy that Ishare here is disrupting burnout
.
So check your baggage.
You need to build yourboundaries and you need to
discover your brilliance, andthose are personal strategies.
Those are strategies that anindividual, a professional, an
(04:23):
educator has to do forthemselves, and I believe that's
the first stop.
You are your first advocate.
You have to value you first.
Beyond the personal, we knowthat our work environments
contribute to the impacts ofburnout on our people.
(04:43):
We know that we have lost somevery good educators because they
just can't take it anymore andthey don't know what else to do.
They still love the work, theystill love the students, but
they just can't do it like thisanymore.
So it is high time that wecreate a crisis plan for our
(05:05):
faculty and staff concerningburnout Now, pbj, I can't stop.
I don't have time to stop.
If I stop, all of this fallsapart.
We're short-staffed.
I don't have anybody that cantake my place at work.
I don't have support at home orat work to stop friends work.
(05:27):
I don't have support at home orat work to stop friends.
If any of these thoughts cometo mind when you think about
taking a break, you are theperson who needs to stop the
most.
I want to offer you our stopplaying simple.
I want you to use the samestrategies and wisdom and skills
that you use at work, and I'mgoing to guide you to using
(05:48):
those strategies to plan microbreaks.
I'm not talking about a month'ssabbatical, but can you
incorporate micro breaks intoyour life as a regular rhythm of
rest so that while you areserving, while you are giving,
you can have moments of revival,so that you can live the life
(06:12):
you're living sustainably.
Friend, you need to grab thisstop plan.
Make sure to click the link inthe show notes or wherever
you're watching or listening tothis, so that you can get what
you need right now.
It can't wait.
I know you do a wonderful job,but people don't know what it
(06:32):
costs you to be you, and youknow what the cost has been.
It's time to stop.
Grab the plan today, Now.
As I was thinking about thisrecently and I'm so excited to
share this with you all, I wasreflecting back on my
dissertation work and in myresearch, I focused on the
(06:53):
phases of crisis managementgiven to us by NIMS through the
Homeland Security Department andour federal government here in
the US.
Nims is a system that allowsthe federal government, local
(07:14):
government organizations,private folks to come together
to work in collaborationconcerning a variety of
incidents.
Right so if there is ahurricane.
Recently, here in AugustaUniversity, we experienced a
hurricane, and the response tothat hurricane was not just from
(07:37):
our local government or ourlocal organizations, but our
state government was involved,our federal government was
involved.
Our federal government wasinvolved.
Fema came down and set upoffices here for a while, and
not just the water that wasbeing given away here on the
ground, but we got resources,not just water and food, but
(07:58):
people, resources from otherareas.
Because NIMS has a structuredsystem that encourages all of
the agencies and entities towork together to prevent, to
prepare for, to respond to, torecover from and to mitigate
crisis.
That's what NIMS is about.
(08:19):
It's a common language, it's acommon structure for all of us
to be aware of and to fall intoso that we can respond
appropriately.
So when I think about the NIMSstructure, I'm thinking, man, we
can use this in our schools torespond to burnout.
And I know it's not a massivehurricane, I know it's not a
(08:42):
structure fire or wildfires.
Right, I know that's not whatwe're talking about, but, friend
, it's a fire and it's awildfire.
And you may not see the smokewhen you look out your windows.
It may not be people losingtheir homes, but people are
losing their minds, they'relosing their health, they're
(09:03):
losing their passion for thework.
So we are in a crisis in theacademy, in education.
We're in a burnout crisis andthere is a proven structure.
Nims gives us a provenstructure for responding to
crisis and managing crisis.
(09:23):
So I want to take thatstructure over the next few
weeks and let's talk about howwe can apply this proven,
acknowledged national structureto the crisis of burnout in
education.
So there are five phases ofcrisis management according to
(09:45):
NIMS, right, and those phasesare prevention, preparedness,
response, recovery andmitigation.
So let me say them againPrevention, preparedness,
response, recovery andmitigation.
And if you have been listeningto me for a while, then you've
(10:06):
heard me use some of thislanguage, because crisis is what
I do, like it's my thing, right, it's my thing, it's my
research, it's what I've done inmy career, it's my thing.
So I've used some of thislanguage.
But I specifically want to walkthrough this prescribed process
concerning burnout for ourfaculty and staff and building a
(10:27):
crisis management, not just aplan, but a system for how we
are addressing burnout ineducation.
So today I want to start withthe first phase of crisis
management according to to NIMS,and that is prevention.
(10:48):
So how can we prevent theburnout epidemic from escalating
even further?
How can we prevent the loss ofmore educators?
How can we prevent the physicaland mental and cultural and
organizational impacts ofburnout from going to yet
(11:11):
another level?
What can we do to prevent whatwe see coming and what has been
happening?
So let's talk throughprevention.
The prevention stage is allabout what can we do to stop the
negative impacts of theincident right or of the crisis.
(11:35):
So the crisis that we aretalking about is burnout and
faculty and staff.
What should schools, academies,colleges, universities,
organizations be doing right nowto prevent the consequences of
burnout from escalating evenfurther?
So there are one, two, three,four.
(11:57):
There are four different areasI want to talk to you about
today of prevention.
All right, so we're focused onprevention, and those four
different areas are earlywarning systems, workload
analysis and management,institutional culture
development and resourceallocation planning.
(12:19):
So these are, um, thesecomponents of prevention are the
same things that we do orshould be doing concerning NIMS,
concerning wildfires,concerning hurricanes,
concerning other things thatcould be happening in our
community, and we want to applythem to the academy, to
(12:39):
education, to supporting ourfaculty and staff.
So let's start with earlywarning systems.
So, in higher education,serving as Dean of Students and
Vice President and AssociateVice President of Student
Affairs, I was deeply involvedin early warning systems and we
(13:00):
had several levels of earlywarning systems right.
So we had some communicationlevels that we were responsible
for.
If we were aware of anypotential threat, if we had any
knowledge that there was apotential threat on or around
our campus, we had acommunication plan and a
(13:21):
communication system to leteveryone know.
So no hiding what the possiblethreat was, and not just letting
folks know about the potentialof a threat or a known threat,
but giving them instructions ofwhat to do.
And sometimes those threats hadnothing to do with our campus,
they were just near us, but theywere close enough that they
(13:44):
could impact our people.
So we worked in the Dean ofStudents Office.
We were responsible forcommunicating with students, but
we also had our communicationsdepartment on campus who would
communicate with faculty andstaff, and we had to make sure
that message was streamlined.
We had to make sure thatmessage was accurate.
We had to make sure that therewere resources and instructions
(14:05):
and calls to action in thatmessage.
So how are you communicating toyour faculty and staff
concerning the impacts ofburnout?
What conversations are wehaving beyond take a walk and
get a facial, okay, beyondwork-life balance, which is not
(14:27):
a real thing.
Y'all already know how I feelabout that.
How are we communicating theimpacts of burnout to our
faculty and staff?
I'm telling you, the mostpopular thing I hear as I travel
and talk to folks about burnoutis I finally have a name to it
PBJ.
I thought it was me.
(14:47):
I thought it was me.
I thought I was weak.
I thought I was the problem.
I thought I couldn't handle it.
We are not talking about it.
We have not created space and aculture for people to raise
their hand and say they'restruggling.
We have not defined burnout inour context.
We are not having conversationsabout how to prevent and what
(15:11):
the impacts of burnout are.
We're not warning.
In higher ed it was called atimely warning.
We're responsible for sending atimely warning.
We're not warning our facultyand staff about the impacts of
burnout.
We're not talking about whatleads to burnout.
We're not having theseconversations.
(15:33):
So in the early warning system,you need some communication.
We've got to stop talking aboutit.
We can't keep pretending thatit's not a real thing or it's
not a serious thing.
We've seen the impacts of itover and over and over.
So it is time for us to havesome timely warning
conversations about burnout,with our faculty and our staff
(15:58):
Going forward.
In addition to communicating tostudents, I was also the chair
of the behavior assessment teamor the behavior intervention
team, whatever you call it BATBIT, whatever different campuses
have different names for it.
But basically it was a way forfolks to let us know when they
(16:18):
were concerned about a studentand if you're doing it really
well, not just about a studentbut a faculty or staff member.
It was a way to say, hey, I saw, observed, heard, know of this
situation and y'all might needto be aware of it, right?
So it was a way for us tobecome aware of folks who are
(16:39):
struggling and to take someaction to support them before
that struggle became some sortof incident, an incident for the
individual or an incident forour campus.
So there were faculty and staffmembers who might say this
student hasn't shown up in twoweeks and they won't respond to
(17:00):
my email.
Or maybe there's a coach thatwould say I think this student
needs to be referred to acounselor.
Here's what I've seen.
Or maybe a student that says,hey, my faculty member said some
things in class and I'm alittle worried about them, you
know.
So it's not a system to shutdown rights or to what am I
(17:21):
trying to say?
Just to spotlight people, butit is a system for identifying
who might be struggling and totake action to support
individuals who are strugglingin our communities.
So it was our early warningsystem and what we had to do was
we had to educate the entirecampus.
We have a system.
(17:42):
People don't just know this.
This is not second nature forfolks who are not doing this
work every day.
So we had to say hey, facultystaff, students, there is this
link, this website that you cango to to let us know when
somebody is struggling.
When you're worried about aroommate, you're worried about a
(18:03):
friend and you don't know whatto do, there is a thing, there's
a thing that you can go to andyou can tell us about it.
You can even do it anonymously.
You don't even have to tell mewho you are, but tell me who's
struggling and, based on theinformation we receive, we take
appropriate action.
If action is called for, right,we take appropriate action to
(18:24):
support the person or the peoplewho are impacted or involved.
What is the early warning systemfor burnout?
How can faculty and staff inyour institution raise their
hand and say I'm struggling, I'min the weeds, I'm blown, I'm
(18:44):
overwhelmed, I'm burnt out, I amstruggling.
I need some help.
What is the early warningsystem and what are the steps
you take after an early warninghas been given?
It's not good enough just tohave the system where people are
submitting.
(19:04):
What are you going to do withit?
Who's responsible for triagingwhat comes in and walking
through what the appropriatenext steps are?
This is to prevent largeincidents.
This is to prevent the massivenegative impacts of burnout.
This is before a person gets torock bottom.
(19:25):
This is before a person needsFMLA.
This is before a person walksoff rock bottom.
This is before a person needsFMLA.
This is before a person walksoff their job.
What are you doing when someoneraises their hand?
Is there even a system, isthere a process for someone to
raise their hand and say I amstruggling, I'm struggling, I
(19:46):
need help?
So you need an early warningsystem, friend, not an employee
satisfaction survey.
Your employee satisfactionsurvey is not telling you how
your people are doing.
It's not even telling you howsatisfied they are.
Can we just be honest?
(20:06):
I'm not.
How safe do your people feeltelling the truth on those
surveys and we love to laud thegreat outcomes that we got on
the survey.
Friend, your people don't feelthat way.
They're not telling you thetruth and you know how.
I know Because I've been in theroom where people say how they
(20:28):
really feel.
But then when we hear theoutcome of the employee
satisfaction survey, it does notalign.
It's not in alignment with whatwe're seeing and hearing from
our people.
Where is the wellness check-in?
How do you periodically checkin on your folks on different
(20:49):
levels?
Maybe it's through one-on-oneconversations Do your folks even
get one-on-one check-ins?
Or maybe it's through anonymoussurveys, or maybe it's through
some sort of reporting mechanism.
How are you checking in on thewellness of your people?
How do you know how folks aredoing before the burnout
(21:11):
incident?
So you need early warningsystems.
You need a workload analysisand management.
One of the things that Irecommend in workload analysis
is a desk audit.
So often desk audits have beendone when we don't think people
(21:33):
are doing their work, when theysay they don't have time to do a
good job.
It's often a HR mechanism ortool that we use to say, okay,
let's see what you're reallydoing, let's see what you're
doing with your time right.
But what I am suggesting hereis not like a punishment or a
(21:53):
tool to prove that somebody isnot doing their work.
There was a time that I went tomy entire area and I said I'd
like for us to do a desk auditfor the next two weeks and I
want to know where you'respending your time and what
you're doing.
And the reason why I did thatand I told them this is because
I can't accurately tell ourstory, because I need data.
(22:18):
I need to be.
I know you're working hard.
I know you're working so manyhours over 40.
I know that so much of yourtime cannot, has not been
accounted for right.
So it's not just meetings andit's not just the actual
programs and it's not justexecuting the things, but I know
you're also meeting withstudents who just pop up in your
(22:41):
office.
You are mentoring, you arewiping tears, you are giving
money so students can eat.
I know that those things arehappening.
How do I know?
Cause I did it and those thingsare not accounted for.
The invisible labor is notaccounted for.
Those mentor moments, thosesupport moments, those crisis
(23:01):
moments that you can't put onthe calendar, those things that
keep you after work to seven,eight, nine o'clock at night,
those things that keep you afterthe program till midnight and
then you come back at eighto'clock the next day.
Those things are not accountedfor in the workload.
So when we go forward and saymy folks are overworked, they're
(23:22):
tired, all we hear iseverybody's tired, everybody's
overworked.
But, friend, you can count it.
It does not count until youcount it.
I don't love that, but it's thetruth.
It does not count until youcount it.
So do a desk audit, have yourfolks write down.
(23:45):
For this hour I was in staffmeeting for this 15 minutes a
student dropped by with thischallenge.
Or for this two hours I waswalking around campus with a
student trying to calm them downbecause they struggle with
anxiety.
Or I was walking a student tothe counseling center because
they wouldn't go unless I wentwith them.
Like these are the things thatare not accounted for.
(24:06):
Or I'm a faculty member and Iserve here and I serve there and
I serve on this committee andthat committee and then I have
to do the work of the committeeoutside of the committee
meetings.
How are we accounting for theinvisible labor?
What system do we have in placeto reward this kind of labor
(24:29):
and don't run away, friend,because we all automatically
think we can't pay them more.
We can't pay them more?
Ok, then be creative.
How can it contribute topromotion?
How can it contribute to tenure?
How can it contribute to awardsand recognition?
How can it contribute to givingpeople more time off?
(24:49):
Oh my gosh, you were here tillmidnight last night.
I don't want to see you untilnoon today and you don't have to
take a time off because youalready worked hours.
How are we paying attention tothe workload Instead of just
saying everybody's tired, countit.
Know what you're dealing with.
(25:10):
Know how many hours your folksare working.
Know what they're doing withtheir time, not to micromanage
them, but to make sure that weare not wearing out our good
people.
We have to manage the workbetter.
We have to manage the workbetter.
(25:30):
We have to find a way to get itall done without using, abusing
, misusing our most dedicatedpeople.
So we need some servicetracking systems.
We need some transparenttracking systems so that people
can say what they're doing.
Tracking systems so that peoplecan say what they're doing and
(25:53):
we can really tell the story ofour departments, of our areas,
of our divisions, of ouruniversities, our schools, so
early warning systems.
We're talking about preventiontoday, workload analysis and
management and management.
(26:14):
We need institutional culturedevelopment.
I can't tell you the number oftimes that I hear people first,
people first, people first.
We are family Like.
We are the whatever family, weare the this family, we are the
that family.
I almost said a name, but I'mnot going to say it.
I'm not going to say it becausethis is not about any
individual institution, becauseall of us are struggling here.
What is the culture aroundwellness and boundaries and care
(26:38):
for your people?
Friend, listen, hear me, it'stime out for just talking about
it.
It's cute, it looks good on thewebsite, it looks good on the
marketing materials, but yourpeople don't believe it.
They're not experiencing it,they're not living it.
How are you really puttingpeople first?
(26:59):
What is the culture for someoneto raise their hand and say
they're struggling?
What happens?
How are they perceived?
Are they now the problem?
Do we treat them like someonewho's inept or can't deal?
Or is the weak link?
What happens?
(27:20):
Do we gossip about it and talkabout it and spread news about
somebody's struggle?
What is the culture of yourinstitution in really taking
care of people?
Are you even aware of yourpeople?
Are you thinking about them?
Do you see them or are you justlooking at the outcomes?
(27:41):
Look at your KPIs.
Is there anything in your KPIthat's counting how you're
taking care of your people?
Not in a surface way, not in acheck the box way.
Yeah, we say this.
We say that we have thisprogram and nobody comes to your
program, or they come becausethey're voluntold or mandated to
(28:04):
come and it's a waste of theirtime.
Friend, we got to talk.
We got to talk.
Can we be real?
We have to be real.
We cannot continue to pretendthat this is not happening.
We cannot continue to pretendthat our people are okay.
(28:25):
They are not okay.
Everything is not fine.
It's on fire right now.
So we got to really really getdown to the nitty gritty and
have a plan.
So culture matters, culturematters.
And are you telling folks justto take care of themselves or
(28:47):
are you showing them People willdo what you do, not what you
say?
What are the boundariesconcerning when we're sending
email, when we're responding toemail?
Well, I work best four o'clockin the morning.
Pbj, I got you.
So do I, but you can schedulethat message to go out at 930.
It doesn't have to go out atfour.
When it goes out at four, thenyou make people feel like that's
(29:11):
when they should be working.
What is the culture of doingwork after your work hours?
What does that look like andhow are we compensating for that
in some way?
In some way, even if it's notmoney?
How are we compensating forthat time?
Friend, we have hired folks andwe expect them to give their
(29:32):
entire lives to our workplaces,our organizations, our schools.
We expect them to giveeverything for the sake of the
student.
You're doing it for the sake ofthe student and we love our
students.
Come on, come on.
We love our students and yourpeople are tired.
(29:52):
They're tired.
The context in which we areserving right now is not the
same.
There is nothing normal aboutwhat's going on right now.
Nothing, nothing normal aboutthe issues that students are
bringing to school, nothingnormal about the context in
which students live outside ofschool and it bleeds over into
(30:15):
school.
There's nothing normal aboutthe challenges to teaching and
learning right now.
There's nothing normal.
So we need a culture.
We need a culture change.
So early warning systems,workload analysis and management
, institutional culturedevelopment.
And we need resource allocation.
(30:35):
We need resource planning.
How are you budgeting tosupport your folks in high
stress times?
Show me the money.
You put people first.
Show me the money.
I'm telling you where yourmoney is.
(30:56):
Your heart is every single time.
Where your money is, your heartis.
So if you really want to countit, if you really want to know,
if your people first look at thebudget, where are we spending
the money?
How much professionaldevelopment are we doing?
How much coaching anddevelopment are we doing?
How how much personal resources, counseling and otherwise do we
(31:20):
have?
And it's not just spendingmoney to get these things.
It may be a partnership, it maybe community resources, it may
be people resources, but whatare we doing to support our
people?
How are we allocating thelimited resource that we have?
One of the workshops I do iscalled managing capacity, and
when I talk to teams about howare you managing the limited
(31:43):
time and energy that you have?
How are you prioritizing?
When everything is a priority,when everything feels urgent and
important?
We have to allocate resourcesappropriately in order to
prevent further consequences ofwhat resources are available to
you and your team.
I'll give you an example.
(32:04):
So I know in K-12 school, oneof the issues is folks never get
a break between teaching youractual classes, supervising
lunches and recess, and all this.
You don't get your realplanning time, like there's
supposed to be a planning period.
It's not like it's nothappening.
That's what teachers aretelling me.
They don't have their planningtime, they don't have their
(32:26):
downtime, they don't have theirthink time.
So what can we do, pbj?
How can we help our people restwhen there's not time for you?
Bringing substitutes foreverything else.
If they couldn't come to school, you would bring in a
substitute.
So can you bring in substitutesthat will give coverage so that
(32:47):
teachers can have theirplanning time?
Listen, it's about strategy andcreativity.
We get locked into.
There's nothing I can do.
There's nothing I can do, andthat's not true.
That's not true.
Even I don't care what levelyou're at.
I know you don't control thewhole thing, I know you're not
(33:10):
responsible for everything.
But, friend, start where youare.
What can you do this week?
What can you do this week toimplement some prevention for
your faculty, your staff, yourteam?
Think about early warningsystems.
(33:31):
Think about workload analysis.
Think about institutionalculture.
What can you put in place?
Think about institutionalculture.
What can you put in place.
Think about resource allocation.
What can you do this week as aprevention measure to support
your folks?
I'd love to hear about it.
I'd love for you to commentunder this podcast, wherever
(33:53):
you're listening to it, watchingit.
I'd love for you to post onsocial media or reply to an
email from me.
Let me know what are you doingright now?
One thing, what is one thing youcan do to move towards
prevention and preventingfurther consequences of burnout
with your folks.
(34:14):
It's time, friend.
We have to do something.
And if you are an individual,what are you doing for you?
I told you we're disruptingburnout, checking your baggage,
building your boundaries,discovering your brilliance.
I've offered you to stopplaying.
How can you plan your nextmicro break?
(34:35):
What does it look like for youto change the rhythm of your
life and incorporate some stopsand some breaks so that you can
breathe?
You should get that stop plan.
Go to my website,patricebutnerjacksoncom, or on
social media, you can respondand grab it right.
We need to do something now.
(34:56):
Stop waiting.
The wait is over.
We know what we're dealing withand it's time to do something
about it.
All right, so for the next fewweeks, we're going to be talking
about building a crisis plan toprevent, to respond to, to
mitigate, to prevent, to respondto, to mitigate, to recover
(35:19):
from the impacts of burnout inour schools, our colleges, our
universities.
I hope you're down for thisconversation because I'm ready
to share it with you.
All right, friend, as always,you are powerful, you are
significant, you are brilliant,you can figure this out.
Oh, friend, listen to me, youare brilliant, you can figure
this out.
(35:39):
Oh, friend, listen to me, youare brilliant, you're brilliant.
Do what you can do.
Stop focusing on what you can'tdo, what you're not in control
of, what they won't approve.
Do what you can do and do itnow.
Do it now, do it now, and if Ican help you, you let me know.
You are brilliant.
(35:59):
Love always, pbj.
Bye, friend.
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