Leaders need to model the behaviour they hope to see in others.
If we expect those we lead to accept our advice graciously – to be receptive, responsive and positive, and prepared to use the information constructively in order to move forward in their practice – it’s important that we adopt the same approach when feedback is offered to us.
Confident leaders actively seek feedback, knowing that, for any leader, the most dangerous thing is to be surrounded by those who don’t tell you the truth. We all need champions and challengers, and we should listen carefully to what others say – especially when they offer something we don’t want to hear.
If we’re not willing to confront difficult truths, become overly defensive and even disposed to ‘shoot the messenger’, we can be sure that in time, those we lead will be reluctant to be honest with us.
Tuning in
A new leader can’t ‘impose’ a vision on the team or school they move to lead. They inherit a great deal from their predecessor, and from the history of the context they’re stepping into. They will, of course, make their mark, and over time put their own stamp on the role, but in the early days they need to tune into the context and build on the legacy. Seeking and respecting the views of those who know the school well is invaluable; you need their insights and their experience, but you also want to generate ‘buy in’, so that those you lead are committed to, and invested in, making things even better under your leadership.
So ask questions. Record the answers. Summarise what you’ve learnt and use this information to move forward. You’ll be making better, more informed decisions, but also sending out an important message about how you value the opinions and expertise of those alongside whom you’ll be working.
Encouraging a culture of continuous review and improvement should enable you to build on experience to secure further success. After every significant annual school event, consider asking all those involved, while the event is fresh in their minds, to record and pass to you their thoughts about what went particularly well, together with suggestions for how the event could perhaps be even better in the future. Show your appreciation; keep those notes safe and refer to them in your planning the following year.
State of play
If you want to assess someone’s strengths as a leader and identify how they could further develop their skills, you need to ask those they lead. Analysis and synthesis of the collated information can lead to a balanced, useful summary of the current state of play and clarify the leader’s thinking about how they could focus their efforts in the year ahead.
It may be difficult for a leader to ask for this feedback directly, but using a third party to gather, filter and interpret the information can lead to an accurate, constructive and helpful review. The leader needs to ensure they act on what emerges from the process, so that those who fed into it know that they were listened to and their views respected.
Gathering feedback is worthwhile and can be illuminating, but the process will only work if you’re sufficiently confident in seeking it out – especially when that feedback may be critical – and can show that you’re receptive to, and appreciative of it.
Jill Berry is a leadership consultant, author and former headteacher
