How trusted are you as a leader? In this, the second instalment of my review Compelling Leadership: The importance of trust and how to get it with potted self-reflections, I work through the next three key practices that engender trust between a leader and their staff.
Provide affirmation
Recognition over reward has become a key, deliberate feature of my leadership philosophy with a range of posts here on the blog on recognition, with a summary list here.
What Paul adds is that the consequences of those acts of recognition; that is staff members found affirmation
…very motivating, leading to a strengthening of trust because it left them with the impression that their leader knew them and the work they did.
Make informed and consultative decisions
Highly trust leaders make “informed and consultative decisions.” Some decisions have to be made promptly, however, for larger decisions, or decisions that will potentially impact others, trusted leaders use a “consultative process, ensuring that the views of all stakeholders are taken into account.”
We currently employee termly surveys to gather “organisational intelligence.” We take the responsibility of responding to the stakeholders view, needs and comments seriously and ALWAYS feedback both our receipt of the survey and action plan. Second, we track the response to all questions and one a key question that reports an NPS Score (a satisfaction score) and discuss this with our Trustees.
We also use, “you asked for, we delivered,” statements in all forms of communication; in briefings, operational emails, newsletters and formal notices. We are considering a “Change Management Team,” that reviews the potential impact of significant system or operational change from the different perspectives in school.
On informed: operational and systematic information is shared succinctly via a shared calendar and two central emails per week (Tue-Thurs) with “whole-school” emails strong deterred.
A point I take from Paul’s research is whilst we make decisions in the best interests of the school, what is important to staff is not the final decision itself, but the “justification for the decision.
Be visible around the organization
“…be visible, refers not only to physical presence but to an explicit demonstration of a leader’s commitment to the values and ideals of the organization.” Dr Paul Browning
It is important to note that staff and parents value seeing the leader modelling the behaviours and actions. Seeing the leader at events, assemblies, performances – “seeing” the leader is committed to the school. Being accessible. What Kouzes and Posner (2003) described these actions as being part of “leadership credibility.”
I know that my presence at morning and afternoon bus duties has been noted by parents, then consequently, also my absence. I know that dropping into the staff room to eat lunch, means that it well be a working lunch. I try and do this twice a week (staff also need their space). Occasionally I work in the SLT office. I walk the school every day without exception, most days twice, sharing “bright spots” from observations in the staffroom.
To reiterate it is as much about accessibility as it is visibility.
There are clearly associations with coach and to mentor. As to do so, one has to create interactions.
Next up in part 3: Remain calm and level-headed, Mentor and coach staff, Care for staff members and Keep Confidences.