Sunday, August 13, 2017

Leading is Not Easy

This post, like so many, has been inspired by something I read.  One of my favorite sites to glean more insight and knowledge on leadership is Inc.  Even though the site shares content specific to business growth and innovation so many of the articles and opinion pieces connect to leadership in the education space.  By using Flipboard I have instant access to many of the pieces that appear on Inc thanks to the fact that I have leadership set as one of my magazine categories.  If you are not using this app please download it to your mobile device.  It is one of the best ways to create your own personalized magazine based on your interests and social network activity that you can literally flip through.

The other day Flipboard exposed me to this gem written by Nicolas Cole titled The Brutal Truth About Why Being a Leader is So Hard.  The premise of the article, as the title implies, is the inherent difficulties associated with any leadership position. Cole goes on to explain the following:


"What's difficult about leadership is that nobody ever sits you down and "teaches" you what being a real leader is all about. There's no class in early education that defines leadership. Peers in group projects tend to label leaders as "overachievers" (and not in a good way). In college, leadership is reduced down to who is going to talk the most during a presentation. And even on sports teams, the leader is usually the best player--and wears a letter on his or her jersey as a trophy of their accomplishments."

His synopsis really resonated with me.  It is difficult to adequately prepare any leader for the challenges he or she will face as well as the decisions that will have to be made.  There are so many unique variables that just cannot be taught.  Learning about how to prepare a budget is entirely different than creating one on your own when all the unique challenges are factored in.  It’s tough work knowing that difficult decisions will have to be made at times, including letting staff go.  Making decisions in time of crisis is also a topic that is regularly explored in leadership courses.  The solutions addressed always sound great in theory, but their application typically isn’t very practical.  

Looks can be, and are, deceiving.  Talking the talk has to be accompanied with walking the walk. That’s the hard part. It’s relatively easy for people to tell others what they should do. However, true leaders go through the challenging work of showing how it can be done.  Here is some sage advice that I learned long ago as a new principal who started drinking the digital and innovation Kool-Aid long ago – “Don’t ask others to do what you are not willing or have not done yourself.” Modeling is one of the most impactful elements of leadership. It builds trust leading to powerful relationships.  

Accomplishments and success are earned through the actions that are taken that result in evidence of improvement.   Leaders know that it is not the work of one person that moves an organization in a positive direction, but rather the collective efforts of all.  The premise of every decision and action has to be geared towards the “We” instead of “I”.  It’s not about coming up with all the ideas, but helping people implement not only the ones you develop, but also the ones that they develop. Leading from the front is an outdated style that doesn’t foster shared ownership.  



It’s our experiences that help all of us to develop into better leaders coupled with the support we get from colleagues. From experience, we learn that trying to be right all the time only makes the job exponentially harder.  Work inside out to make leading a little easier by focusing on the why, how, and what in that order. Make the time to hone your communication skills, as you will not find an effective leader who is not an effective communicator.  Mastering this art is no easy task and takes constant practice and reflection in order to improve.

Regardless of your position leading is hard, yet gratifying work.  Keep an open mind, regularly reflect, pursue learning opportunities that push your thinking, and understand that you will never have all the answers (which is quite ok).  It is also helpful to be flexible.  I leave you with some more thoughts from Nicholas Cole that might just build greater leadership capacity in you and others:


"True leadership is the ability to communicate and effectively reach each and every person you work with, in the way that works best for them. 
It's the ability to be flexible. 
When everyone else is stressed, you're calm. 
When everyone else is out of gas, you inject more fuel. 
When everyone else doesn't know what to do next, you lead by example. 
When someone has an issue, you work with them and listen to them on a personal level."

Stealing from Ghandi, be the change you wish to see in education.  Just know that any change journey is not an easy one. 

Sunday, August 6, 2017

Avoiding Initiative Overload

As many of us know all too well, the process of change is not always a successful venture. It is fraught with twists and turns, not to mention challenges that come in all shapes and sizes. Out of the chaos excuses materialize, further complicating the process.  One common excuse, or challenge depending on your point of view, is too many initiatives at once.  In business, some estimates indicate that 70 percent of change initiatives fail. That’s right. Research has shown that up to 7 in 10 corporate initiatives have not led to sustainable change (Blanchard, 2010). 


Image credit: johnrchildress.files.wordpress.com

Initiative overload is just as common in education as it is in business. The numbers referenced above could easily correlate to education, and the percentages may even be worse. Today, schools and leaders work to juggle numerous initiatives simultaneously.  This can result in a drain on resources as well as a lack of focus on the primary task at hand – improvement of student learning. While each separate initiative is established to improve school culture, the more tasks that are added to the proverbial plate increase the likelihood that they all will not be sustained over time. For every new initiative launched, another one slows down or ceases altogether.

Tony Sinanis, a newly appointed superintendent and great friend, tackled this topic on his blog. He makes the point that many initiatives are problematic from the start.  


"I would argue that initiatives, as they are generally rolled out within education, are often doomed for failure before they even have a chance to impact educators and learners.

Tony goes on to outline four specific reasons, based on his experience as a practicing school leader, why too many initiatives can be problematic:

  • Initiatives are about a program and not about a skill set.
  • Initiatives are piled one on top of the other.
  • Initiatives are often about doing the new "trendy" thing in education and not about doing what is best for OUR kids.
  • We are shocked when educators express feeling overwhelmed by a new initiative and are in need of more time to successfully implement it.

Tony provides some wise advice for all educators as we grapple with mandates, directors, the “flavor of the month”, and a need to innovate while also increasing achievement. A general understanding that the student learning experience must be transformed has created incredible opportunities for the future yet has simultaneously caused significant turmoil. As school leaders work to redesign their schools, they must be careful not to immerse themselves, their teams, and their students in an alphabet soup of initiatives. This is something Tom Murray and I address in Learning Transformed. In our experience, initiative overload is one of the primary reasons that transformational change fails. When making investments in the form of time and money, think about where you will get the most bang for your buck. Investing in people is the best investment one can make. That’s the key to sustainable change.

Throughout the book, we present a plethora of research, evidence, stories, and practical steps to transform learning, but school leaders cannot lead change in all areas, at all times. It’s easy for leaders to get excited about what could and should be, especially for those who are most passionate about creating new innovative opportunities for students and staff. Although well intended, too many ongoing initiatives can easily dilute the effectiveness of sustainable change. Avoiding initiative overload by maintaining a laser-like focus on what evidence indicates is required and essential for sustainable growth and transformation. 

It all comes down to this basic piece of advice. Do one thing great instead of several things just ok. Leading transformational change isn’t easy. But our kids are worth the effort.