Leadering or the Leader of the Rings
Preface
Straightforward guidance is what I missed when I chose to be a leader. There were many mentors, each with their own style. The philosophical suggestion given was, You will learn your way. Was there a Bible for educational leadership? None that I had heard of. Books that claimed that they had pragmatic approaches for educational leadership spoke about leadership in the corporate world or leadership that could evolve with experience and theoretical references. Were there laid-out answers in these books for young leaders who took over as principals, vice principals, deans, directors, CAOs, vice chancellors, and so on? Was there a style of leadership that the few books listed shared? Seldom did one find any great insights, original thinking, examples, or solutions for what a young leader faced in education. With decades of experience, old leaders gave way to newgen leaders. The transfer of legacy in terms of designation was quicker, but the transfer of experience, learning, wisdom, and empathy never got passed on. Critics sat on judgement seats to rate the new leaders, and constant reference to the bygone leadership continues. At this point in life, I thought it ideal to share a few anecdotes, some experiences, solutions, and a candid outlook at what educational leadership meant to me and what I learnt in this journey. Hence a series of writings for those who are passionate about Educational leadership……..
Managing the bottom-skilled team….
When I took over leadership of a school at a very young age, it did not take me long to realise that I was given the task of managing a school that clearly lacked direction, had random systems and processes set, and was consistently at loggerheads with stakeholders. Managing disgruntled parents, the vested interests of power-hungry petty leaders of society, and working with people who constantly reminded you that you were not among the top-tier institutions consumed a lot of time and energy. Faculty were either harsh, demotivated, political in their views, or what I would term cruel and unfair to any new leader who came in. The cause of most of the disturbance was the parent community, which took it upon themselves to shout at the teacher as and when they chose to. Reaching out to every single parent of a student community of a little over 700 was impossible in the age of limited technology access, and the internet was a rarity.
My learnings…..
During my rounds, I would notice that it was the reception and lobby area that were the epicentre of all unpleasant discussions, apart from the crowding near the gate, where mothers would stream in to drop off food baskets for their kids. Hard decisions had to be made. Lunch time had lunch bags being handed over to the guard and the maids, and there was always a mix-up of the bags, delayed delivery of lunch packs, and preferential treatment of the guard. The fee counter near the gate was where parents gave vent to their anger. The reception had parents barging in with anger for books that were lost, for books that were forgotten, or to wait for teachers at their convenience.
Solutions…..
Two important points of access to the school and the building were evident: the receptionist and the fee and office counter. Both of these critical points were handled by two young ladies. Quietly beautiful, patient, and helpless. Having met all groups of the school as a leader, I had forgotten that these were the skilled ladies who had to bear the brunt of all anger and frustration. I started spending more time at the reception and during peak traffic hours, making it a point to smile and acknowledge parents. Evenings, I dedicated 15 minutes of my time to hearing the receptionist and the fee counter lady. They were my espionage system for the parent who walked in to pay the fee and grumbled to her about all their challenges and concerns; they were the broadcast point for all that happened earlier in the week or the month at school. Mothers poured out their woes to the receptionist, who was more of a confession box for all of them. An internal process was set for the maids and guards at the gate, and through the students, a system was communicated to all parents about labelling boxes and grownup kids having to come down to pick up their lunch packs. A small portion near the main gates was identified for food packets to be delivered within the timings, and most of all, the physical education teachers were there manning the gates during these hours. Transport outside the gates was manned, and the guard could not leave his post to play to his fancies and preferences for families. Disruptive parents were identified by the teachers but were never accosted. Children were explained the requirements for this discipline and process.
Outcome….
An efficient espionage system that gave me first-hand reports of challenges faced by the stakeholders, calmer reception zones, quieter gates, and patient and tolerant parents, subtly disciplined by their own wards. Kings did that, leaders indulged in it, got underneath these disguises to go on rounds of their kingdoms, after all the pulse of the organisation you lead is where the customer satisfaction lies….. Learnings to come…as you contribute to this series……
