“Coming together is a beginning.
Keeping together is progress.
Working together is success.”
-Henry Ford
Almost eight years into my school administration journey, I continue to understand that the more I learn, the more I realize how much I don’t know. This realization was no more profound than one day in early May 2013, while I listened to a keynote address by Elise Foster, co-author with Liz Wiseman and Lois Allen, of a wonderful book called The Multiplier Effect. To summarize, Elise’s keynote was about ways in which leaders can bring the best (and most) out of those around them. She also shared that sometimes, leaders can intentionally or accidentally do the opposite and shut down the genius in their organizations in various ways, including:
- Ruling by fear.
- Not having trust in those they work with.
- Needing to feel they have all the answers.
- Making rapid or unilateral decisions.
- Micromanaging.
She called such leaders, Diminishers. As I listened, I realized that in taking pride in my own work ethic and feeling the need to lead and be involved in every initiative, I was being an accidental diminisher and in doing so was communicating something very clearly to those around me: to get things done, I had to get them done myself. While my admin partners and I have been working extremely hard for many years to build the hardest working, talented, and caring team possible (which for the record I think we have done at Georges Vanier Elementary), my over-involvement, though well-intentioned, has held back these skilled people. I’m embarrassed to say this because this isn’t really how I feel. I DO have confidence in the team I work with: confidence to plan and carry out initiatives and confidence to make morally sound decisions. My actions however, were contradicting my beliefs!
As Wiseman, Allen, and Foster state:
“Becoming a Multiplier often starts with becoming less of a Diminisher. And this often means doing less: less talking, less responding, less convincing, and less rescuing of others who need to struggle and learn for themselves. By doing less, we can become more of a Multiplier.”
So what’s changed?
Most importantly, since hearing Elise’s keynote, I have been conscious and intentional about not only identifying genius at our school, but utilizing it. Mostly, this has looked like me “tapping the shoulder” of the right people to lead initiatives and playing more of a support role. But transformation does not occur in isolation. Trust, fostered through strong relationships, must exist. A culture of innovation and risk-taking must also be present. I believe that people are willing to take on challenges and operate outside their comfort zone when they feel that taking risks is celebrated and encouraged, and that their experimentation will be supported.
The changes I have seen since this personal shift in thinking has been dramatic! I am so impressed by the initiative and leadership so many staff members have shown, from coaching to committee work to organizing school events. And all of this because I finally realized that building the team is not enough – you need to not only get out of the way and let great people do great work, but trust the team you have put together.
Effective leaders bring the best out of their team by working in the background, continuing to uncover and utilize people’s native genius, asking provocative questions, laying down challenges, building community, and providing ongoing support and guidance.
Glad I finally came to realize this!
#betterlatethannever
