Developing middle leaders - a different perspective

I have been in leadership for over 16 years and have done all sort of CPD. I've been through courses on running science departments, managing budgets, pastoral leadership and so on but what all of these had in common was that they were trying to turn me into a technician, turn me into someone who could do a specific job, turn me into an exact copy of anyone else on the course. Unfortunately this seems not be uncommon in leadership development at any level, the aim being to produce leader clones who all operate in the same way.

I have a problem with this. Consider this; you wouldn't take 16 teachers into M&S and make all of them fit a 34" waist pair of black trousers! Maybe 1 or 2 of the them might fit but they are 16 individuals, all different, all unique. We wouldn't try to squeeze our leaders into the same garment so why on earth would we attempt to squeeze them into the same form of leadership. My belief is that you mould leadership around the leader rather than forcing a leader into a mould. Of course if you believe that leadership is simply a set of common behaviours, characteristics and attitudes then you won't agree with me, and you'll probably find yourself wondering why we can't find leaders in education. If however you're with me on this one, you will recognise that leadership is first and foremost a human process, a relationship-led structure in which individuals work with each other in certain capacities to achieve a desirable goal (in our case the education of children).

Some may want all aspiring leaders to be the same, I want exactly the opposite, I want them all to be different.

Leadership certainly has a core set of attitudes and behaviours but these have to be reimagined and practiced by the individual. A simple way of looking at it is to compare a Van Gogh and a Manet, give them the same paints and you'll get two very different pictures, both masterpieces in their own right but very different. I want our attitude to leadership development to be the same, let's give our leaders the same palette but let them paint their own picture.

An approach like this would assert that leaders are not formed but they emerge. They should use their own personalities to shape their practice rather than the personality of an author preaching a certain leadership model. A leader is more authentic if they are themselves rather than someone they are not. Leadership training should focus on behaviours, attitudes and values rather than specific processes. Encourage reflective practice where the leader is a learner rather than prescriptive practice where the leader is a transmitter of received knowledge.

So I don't think you need a course on being a Head of Maths or a Head of Year, leadership development is about incubating leadership so that when it emerges it can fill any role it encounters.

 

Dealing with staff conflict

This has appeared in my other blog Teachers' Minds Matter but as it is also about a key leadership activity I felt it was worth also publishing it here.

Possibly the most challenging incidents I have had to deal with in leadership are those when conflict erupts between staff. Conflict arises for all sorts of reasons, teaching allocations, access to resources, taking time off someone, ways in which pupils are treated and even simple animosity. Whatever the cause of the conflict it is always something that must be taken seriously, it cannot be ignored.

Conflict can have a range of consequences but additional pressure and stress are almost always inevitable. What makes conflict particularly problematic is that the stress fallout envelops far more people than simply the protagonists. It is inevitable that those trying to manage the situations (school leaders, union reps) and those close to the central actors in the piece will be effected. Conflict is a large pebble thrown into the pond, it ripples outwards and the whole pond tends to experience it in some way, shape or form. I have seen staffrooms, departments and year teams polarised and divided by conflict.

Remember that to those on either side of the conflict their perception of the situation is real (this links to an article on my leadership blog about the reality of alternative perceptions).

Conflict resolution is a skill in itself. Negotiating with conflicting parties to reach a mutually acceptable solution (for both parties and the school) is a challenge and shouldn't be taken on lightly as getting it wrong can have dire consequences. It is for this reason that conflict causes such stress for mediators. In truth, throughout my career, I have lost more sleep (real sleepless nights, not just metaphor) over this than anything else I have dealt with.

Unfortunately it is rare that anyone is truly satisfied with compromise even though it is the best that can often be hoped for. The aggrieved parties will feel that their case has been watered down and someone else has not faced the wrath they deserve. A feeling of injustice is almost always inevitable in these cases.

Some tips for those handling conflict
When handling conflict it is important to do your homework beforehand. Establish facts and opinions, liaise with union reps, work out end goals . If you are a union rep, recognise that the outcome will probably need to be a compromise. Most importantly give your colleagues the opportunity to "save face". Personal and professional pride are at the heart of conflict and an affront to these can strike a mortal blow. You must ensure that all of those involved can walk the corridors with heads held high.

Don't forget yourself in all of this. Take time to think over the case before the meetings. Visualise the meetings you will have and play a game of chess in your head. Work out the openings, the middle game and the acceptable endings. Do not go into a meeting which you haven't planned out in this way. There is always the chance that things will take an unexpected turn but mentally you will be ready if you have played out a range of scenarios. Remember that you must resolve the issue in the best interests of the school as well as the individuals but always be conscious of the emotional impact on the protagonists. Be reassuring, be conciliatory, be a peacemaker, be a counsellor.

Some tips for those at the centre of the conflict
This can be the most stressful part of a teacher's career, that period of time when you are at loggerheads with a colleague. Seek guidance but do so wisely. Close friends are not always the best listeners, they may tell you what you want to hear but not necessarily what you need to hear. I have always made sure that I knew who I could trust and turn to at times of conflict in any school I've worked in. Even as a head I have made sure I had one person whose discretion was assured, who would listen, console and counsel but not judge. Often this will be a union rep. The best union reps have these attributes (and if they don't they shouldn't be reps!).

If you can abstract yourself from the situation. Attempt to see multiple perspectives even if you don't agree with them, and more importantly attempt to empathise with your colleague. After all emotional well-being is not about content, its about feelings.

Beyond school seek counsel and friendship, relax and take your mind off conflict. Put yourself first!

In conclusion I can say that there is no guaranteed approach to effective conflict management. Everyone is unique, every situation is different. But remember that tomorrow is a new day and that someone is out there ready to look out for you.