In my last blog I shared, candidly, my own journey and battles with mastering the art of ‘hurrying slowly’ and kerbing my natural instinct to ‘crack on.’ Those who work alongside or know me personally will concur that this is not only my default in terms of leadership style but also fundamental in my make up as a person. The most tangible example I can give to illustrate that this is more than just a leadership style was hosting a house warming party this weekend just 4 days after moving in! ‘Might as well just crack on and do it’ those were my exact words to the incredulous family members and friends who thought I had taken leave of my senses.
Paradoxically, this week, across our Trust, The Learning Academy Partnership, South West, we have been privileged to welcome our CEO into each of our Academies to visit our children and spend time working with them and chat to them about their learning. As a Leader, it also gave me the opportunity, whilst in discussion with her, to reflect on the journey I have been on since taking on Executive Headship and Headship of a large primary school.
One year in, I can already see the impact of investing time in: people, relationships, building a team and uniting them through a common language and goals. I began last September armed with all the usual tools that any new head would take into a new role – The First 90 Days – Michael Watkins, various Leadership tomes by Michael Fullen and Stephen Covey and returned to well thumbed passages from my NPQH modules. Interestingly, when I became a Head in a small school with a small leadership team I could lead in a completely different way – pretty obvious I know but I didn’t, at the time, realise just how much that style of leadership aligned and supported my ‘crack on’ style. We could change things very quickly in a small school and rapid change could be achieved with relative ease.
It is only now that I can look back and reflect on just how different that journey has been in Executive Headship. I knew from ‘The First 90 Days that:
‘The first days in a new position are critical because small differences in your actions can have a huge impact on long-term results. Leaders at all levels are very vulnerable in their first few months in a new job because they lack in-depth knowledge of the challenges they’ll face and what it will take to succeed with their new company. Failure to create momentum in the first 90 days virtually guarantees an uphill battle for the rest of an executive’s tenure.
Professor Michael Watkins
As I wrote in my first blog, there is that very real danger that if you move too slowly you never create momentum and the outcome of that is acceptance with the status quo. However, on the other side – move too quickly and you end up with ‘bodies’ by the wayside or not getting people truly on board with change and that then means you end up always driving and the dictatorial style of leadership fails to create the conditions for real ownership and sustained improvement over time much less the opportunity to grow new leaders. At the outset I knew that first and foremost it was crucial to take time to build trust – there are no shortcuts to this and time taken in nurturing this at all levels has been invaluable. Building a team and building trust cannot be hurried and, on reflection, I believe that this has supported me in having to embrace ‘hurrying slowly’ there simply is no other way to embed this as part of the culture of an organisation. In a Multi Academy Trust this has meant building trust and investing in relationships at all levels.
It provides permission (I just needed to give this to myself!) to invest, to have conversations rather than send an email, to spend time listening to others rather than to respond and to truly invest in the fostering of deep professional relationships. There is no doubt that the Coaching model embraced by our Trust has supported this and created an environment where I feel ok to make time for my leadership to coach with a fellow Exec Head. Strangely, I feel that through investing time in those coaching conversations (we also coach our Middle Leaders and have invested in the training with them) has actually created deeper relationships more quickly and in a more sustainable way. An interesting challenge to ‘hurrying slowly’ as I genuinely believe that professional respect developed between myself and other Heads and Senior Leads has been deepened more quickly as a result of investing time.
Sergiovanni states that:
“Leaders should be trustworthy, and this worthiness is an important virtue. Without trust leaders lose credibility. This loss poses difficulties to leaders as they seek to call people to respond to their responsibilities. The painful alternative is to be punitive, seeking to control people through manipulation or coercion. But trust is a virtue in other ways too. The building of trust is an organizational quality. –Once embedded in the culture of the school, trust works to liberate people to be their best, to give others their best, and to take risks. (Sergiovanni (2005)”
It is this liberation and desire to give their best that I can see happening in my organisation. Wow! Bryk and Schneider (2002) go further and state that ‘relational trust constitutes a moral resource for school improvement’ (p34). Whilst Covey (2006) is unambiguous about the status and role of trust in personal and organizational life: “When trust is high, the dividend you receive is like a performance multiplier…In a company high trust materially improves communication, collaboration, execution, innovation … In your personal life, high trust significantly improves your excitement, energy, passion, creativity and joy in your relationships...(p19)”
In harnessing this I, in my own Executive Leadership, journey, have embraced a far more powerful motivator for school improvement than my previous let’s just ‘crack on’ approach. ‘Hurrying slowly’ really does reap dividends and professionally nourish. Take time to invest in conversations, take time to listen and take time to understand yourself as a leader. My journey in Executive Leadership has been very different to that of Headship and the growth has been equally sharp with wobbles along the way but the rewards are immense not just in terms of successful outcomes for all of our children but also a culture within our organisation where trust is high and professional relationships invested in and are therefore strong.
Research states that those in Executive Headship have three main strategic priorities:
- improvement (e.g. addressing school underperformance)
- expansion (e.g. increasing management capacity and efficiency)
- partnerships (e.g. forming and growing a school grouping).
In order to achieve these priorities, the role must focus on: strategic thinking; school-to school consistency and collaboration; coaching and staff development (particularly, building leadership capacity); and an outward focus. Underpinning all of these these those is the building of trust and a focus on spotting and unleashing talent in order to achieve the best for all of our children.
Excellence in leadership is fundamentally about growing the next generation of leaders and this takes time and investment. I am honestly starting to see that ‘hurrying slowly’ has the potential to golden and transformational!