If I am successful as a school leader, what would be different about the school in which I lead? If I have been succeedful at influencing others, what would be different about them?
In taking time to really consider the above question from the previous post, I wanted to spend more time exploring the disconnect positive intent and negtive consequences. I will offer two scenarios to illustrate what I mean. Helping to process a task or making additional resource available to successfully complete that task, is then interpreted as “a lack of trust” or feeling undermined. Leading and steering meetings with the intent of demostrating strong leadership is then interpreted as marginalised or devalued.
Here is what I concluded. My leadership would benefit if I resisted the temptation to provide immediate responses / suggestions. Experience often encourages a swift reponse, at the expense the other participant(s). This is not only unhealthy but limiting. It is my aim to be more curious about the perspective of others and to develop a few deleving questions.
- Interesting, tell me more about that…
- What’s do the next steps look like?
In order to show more trust I have reverted back to using RACI, helping me to keep clear boundaries. I have added three questions to further define professional responsibility.
- ‘What do you need to do to move forward?’ (Their responsibility.)
- ‘What do you need from me to move forward?’ (Shared ownership and responsibility.)
- ‘What do I need to do to move forward?’ (My responsibilty.)
Ending the conversation with “Have you got everything you need from this conversation / meeting.” Remembering that at the end of the conversation, I remain responsible for 200% of the communication. What is said and what is understood.
And yet, I will need to find ways to challenge situations or intentions that a) are worthwhile, though distract or sit outside the school improvement plan and b) seem to be incomplete. Rather than referencing my own experiences (which may well leave others ____________) I have been contemplating whether a similar curiousity could be utilised.
- “I can not put my finger on it right now. I’m wondering about… ?”
- “Can we get another opinion of that…”
Of course, a final option is to offer clear, evidenced, time-efficient, “stop-go” feedback. Stopping or affirming the next steps, slow is not always an affordable luxury.
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