How to deal with creative tension?

Tap on strong curriculum knowledge to value add to school

Share her experiences with others, to generate discussions

Work alongside and role model to her staff

Show appreciation to staff

Stop making assumptions about situations and coworkers

Stop making decisions for others

Stop springing surprises at people

Stop being too focused on results

Stop shouting at people

Stop being insecure / fear of failure

Start understanding the school context and history

Know her people

Build relationships

Involve staff in the planning

Consult staff on what success looks like for the school

Will ask Ms Yen how her SLs used to engage/excite/motivate her when she was a HOD.

"What if an older family member starts rearranging the furniture in your house because the layout is not the most 'practical'/'efficient'?"

I have had SLs who had doubts on their lack of impact on others in school as there was not much that they perceive to be able to contribute.

Perhaps they need not be too quick to contribute but to be there to lend their presence/support when the MMs and staff seek their help/advice. That would be more meaningful an impact than simply to suggest changes for changing's sake.

Consider the possible ways to rectify.

Ask affected person(s) on what they consider could be possible ways to rectify (and hope that some of these methods are similar to earlier considerations)

Determine an acceptable bottom-line or least objectionable outcome/method. Might have to tap on other available resources if there is a gap to bridge.

Arrange for both sides to meet and facilitate towards an outcome acceptable to both sides.

• Authentic Leadership, How to lead with nothing to hid, nothing to prove & nothing to lose- Dan Owolabi

So it is about embracing our mistakes, own them, at least this is something we can control. People in our teams will be able to see our vulnerability, our authentic leadership and desire to grow into better leaders.

It will also help if P is clear with Ms Yen about what she cannot do, or what negative situation she should not cause in the school, and explain why. This mentoring will help Ms Yen to grow in her perspectives and again, give her clarity on what success should look like, and what price the school is willing or not willing to pay.

We know through the case study that Ms Yen was attempting to effect change, albeit in a style that she felt was the best and which she believed would possibly impact the school the fastest. In doing so, she lost the trust and support of her people. For me, this discussion is also a timely reminder of the role we play as middle managers, I would like to use the analogy of a bridge to describe middle managers. When change happens and is expected, we facilitate the change by working with school leaders to surface roadblocks or blind spots and at the same time, help support our people in managing change. We become the bridge to help our people cross over. We also hold the important job of sharing with our leaders- situations on the ground. We should not shy away from highlighting to school leaders if their plans (or actions) contradict the intent for the change/policy. As tricky as it may seem to challenge leadership, we need to always put the people first (students and staff) and this guides decision-making.

Overall, I would like to call this learning the “heart” and “art” of leadership. I am thankful for this learning and the opportunity to listen to the perspectives of the people in Syndicate 6!