Monday, 28 November 2016

Dogs & Sledges: Harnessing Action To Clarity Of Vision

Inferring information from a text. Vocabulary building. Mental recall strategies. Written methods for calculations. Reasoning. Test skills. Attitude to learning. Accelerated progress. Improved combined ARE scores. Mastery. Greater depth. Inclusion. Just a few of my priorities this year. All things my team and I are working full-throttle to ensure are embedded in our lessons and culture. We look for as many opportunities as possible to address these issues, always trying to safeguard the children from feeling the pressure of all this. And I work hard to shield my team from all of the pressure, too, even when I have a sleepless Sunday night because it's all turning over in my mind. 

Imagine these 'priorities' as husky dogs running amok in an Alaskan landscape, wild-eyed, full of energy but lacking in purpose. Some of them are gainfully employed, hunting, rearing their young, but others are tearing around aimlessly, chasing their own tails, never achieving much of any use.

Simon Sinek encourages us to 'start with why'. His main idea is that leaders and organisations can inspire others by being clear on their purpose; by having clarity of vision. According to his website 'Simon Sinek believes in a bright future and our ability to build it together.' But without a clear purpose and a shared vision it is very difficult for collaboration and teamwork to take place, let alone building together for a bright future. And this is particularly difficult in schools where it is often perceived that everything is a priority. In schools we can be spinning so many plates that it's hard to tell which ones are actually contributing towards the vision that the school has. Patrick Lencioni's book 'The Advantage' (click here for a summary) proposes that organisations, and that can include schools, should think through the answers to six questions. The first of these is 'Why do we exist?': start with why. 

Suppose we see 'why' as a sled. A team of husky dogs properly employed will be guided by their leader from the seat of the sled. The purpose of the dogs comes from the sled and its driver, but the dogs are the ones who do the work, pulling the sled to its destination. All our actions to improve the issues outlined earlier should be harnessed to a purpose, otherwise they are just actions; actions which may achieve something, but are never destined to definitely have specific outcomes.

Patrick Lencioni recommends that once that first question 'Why do we exist?' has been answered leaders can then go on to ask themselves 'How do we behave?', 'What do we do?', 'How will we succeed?', 'What is most important, right now?' and 'Who must do what?'. In schools, we often have deeply entrenched answers to these questions and we carry on in those ways regardless of whether we know our 'why' or not. Look at my list in the opening paragraph - we definitely know what we do! We are also fairly clear on how we behave and who must do what, but often none of this is aligned to a clear vision of what we are trying to achieve. As a result we perhaps lose sight of what is most important right now - it's hard to tell if all the things we are doing are actually useful and having an impact.

We must start with why. We must start with our sled and its driver. In schools we have to think 'What is the end of the journey?' Where does our sled need to go? Steven Covey cites the importance of planning backwards: 'Begin with the end in mind.' Without a sled a distant arctic destination would be very difficult to reach; without the 'why' an aspirational goal will similarly be a struggle to achieve. And Lencioni does recommend that when answering the first question we have to be 'completely idealistic' and that the 'why' that we arrive at should be 'grand and aspirational'. We should be setting an optimistic vision initially.

Lencioni also outlines six possible categories for the question 'Why do we exist?': customer, industry, greater cause, community, employees and wealth. There are some of these categories that we can rule out right away: we don't run schools to make money, our schools don't exist simply to give employees a job and although many consider teaching to be vocational, we don't do it because we love the industry of teaching. That leaves three categories: customer, greater cause and community. The 'why' of the community category is making 'a specific geographical place better'; I'd argue that to be an indicator of success for a school, but not it's main purpose (although for some schools, this might be their main purpose). Which means the 'why' of a school is either about our customers, the children, or a greater cause. The greater cause of education might be seen as, rather than educating for education's sake, focusing on the reasons why we educate - and those reasons are many, depending on who you are. So it is possible that a school's 'why' is probably a mix of existing for the customer and a greater cause. 

Once an optimistic vision of the future has been set, once the sled has been prepared, it is then time to begin to harness those huskies: which dogs would work best towards a common goal? Which ones would work together well? Which ones would pull off in another direction? Which ones would be too weak to provide enough pulling power? Which ones would require disproportionate amount of sustenance to their output? Our analogy points towards a reassessment of all the things that we do just because that's what we do. Schools need to work out whether the things they are madly doing actually contribute to achieving their goals. They need to decide whether the overall vision is being realised by all the actions that are taking place: the interventions, the CPD, the focus of planning and teaching, the conversations SLT are having, etcetera, etcetera. It might be that some of the dogs have to be turned loose - sadly, as arctic explorers know, there is no allowance for sentiment. There is no point in doing things in schools simply because we love doing them - everything must have a purpose greater than tradition or romance.

During the summer I attended the Teaching Leaders (now Ambition School Leadership) residential as a fellow of the programme (only having to complete the second year of the two-year programme). I was challenged by some inspirational leaders to ensure that I was clear in my vision. Steve Radcliffe, coach to powerful and influential figures the world over encouraged me first to think of the future before engaging others in that vision of the future. Andy Buck told me to focus on one thing in order to gain clarity. Baroness Sue Campbell reiterated the need to be clear on where we are going, asking me to consider if everyone gets my vision and wants to follow me. She also caused me to consider whether my targets were good enough and whether or not I knew what great looked like. James Toop discussed creating culture - my key piece of learning from that session: 'Be clear on what my vision is', I wrote in my Moleskine - I knew that without a clear vision I would struggle to create a culture within my own team. Sir David Carter issued a performance challenge, the first point of which was to 'de-clutter' - cutting loose those dogs which are not helping to pull the sled in a common direction in huge pursuit of a common destination.

Walt Disney said 'Of all the things I've done, the most vital is coordinating those who work with me and aiming their efforts at a certain goal.' And so, I have come to a place where I have an analogy to help me to begin to think through my answer to the question 'Why do we exist?' Perhaps if I were opening a new school I might find that question easier to answer but as it is I'm working in a fully-functioning school complete with it's embedded practice and so I have to begin by ignoring what all those dogs (remember the dogs are the things we are busy doing, not the people themselves!) are doing for the time being and focusing on what they could achieve if they were harnessed to just the one sled. My current thinking needs to revolve not around what we can do next, but around what we want to achieve by doing all the things we are doing. Once I have clarity it will be my job to communicate that clear vision and to begin to de-clutter and streamline, letting go those practices which don't contribute to the vision and carefully implementing new ones that truly align to the goals we set.

1 comment:

  1. I enjoyed reading this - thanks for sharing.

    I agree with the point you make about the importance of deciding what NOT to do, as well as what you should be doing. Vision is important because that's what helps you, as an incoming leader at any level, to decide what falls into which category.

    Best wishes with the ongoing journey!

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