Article, Leadership, SBM

SBLs: How To Earn The Respect You Deserve

No Comments
Respect

Laura Williams, of LJ Business Consultancy, explains why SBLs need to shout about what they do in order to receive the respect they deserve – and why qualifications alone aren’t the answer…

I had the brief for this article long before I saw a debate erupt on Twitter – a debate about how SBLs can gain respect as a profession in an industry full of pedagogues. The blog that triggered this debate discussed the value of continuous professional development and the achievement of higher-level SBL qualifications in order to compete for roles such as CEO.

As a former SBL who has achieved both CIPD and CIPFA qualifications, I can confirm that, yes, these qualifications did support my progression to the role of COO. However, I can also say that it was not solely these qualifications that enabled this progression; in fact, I obtained my CIPD qualification after my promotion to SBL and I achieved my CIPFA qualification after I took on the additional role of CFO. I reported to the board, developed robust strategies and led an audit – and not once did the fact I didn’t have a qualification in finance, at the time, hinder my performance in my role.

A magic key?

Too often, qualifications are seen as the ‘magic key’ to unlock the next role up the ladder. I cannot tell you how many well-qualified people I have met in my career (teachers, headteachers, HR managers and CFOs) who have not performed well in their role despite the list of letters after their name. The reason for this, I believe, is that the difference between being qualified and actually doing the job is like learning to drive – you pass the test and you’re on the road – but the reality of the road is very different to that which you encountered in test conditions. A qualification can develop you into a role, and it can rubber stamp your experience, but it cannot replicate time-served, on-the-ground delivery. As someone responding to the blog said, ‘CPD develops skills – it does not prove them’.

Just yesterday I spoke to a newly-appointed CEO who had been told, only 12 months previously that, as he had only been a headteacher for a year, he was not a suitable CEO candidate. I myself was told, after being long-listed for a CEO position, that I was a credible candidate but the board felt it was ‘too much of a risk’ to appoint a non-teacher – and I was accredited, experienced and proven!

‘The blocker to CEO roles for SBLs, COOs and CFOs is the insistence on headship experience or QTS,’ a person responding to the blog said, and I cannot help but agree. The perception of the role in a teacher-led industry is hugely varied. I have worked with amazing leaders who have recognised my value and my contribution and have paid me accordingly; I have also worked with leaders who have talked over my head rather than listened to my contribution to the discussion.

Who’s happy? Who’s not?

The SBLs who I work with now, and who are happiest in their roles, are the ones who have the support of their head and have a direct and tangible impact on the performance of their school. Some of these SBLs are not qualified to a high level, but execute their day job as good as any SBL I’ve come across, and are more than ready to take the next step into COO and CFO roles.

The SBLs I work with who are the unhappiest are the ones whose headteachers exclude them from SLT meetings and point-blank ignore any suggestions for improvement that they may have. These SBLs never get the chance to show how much of a difference they could make if only they were allowed. Often, these SBLs have sought additional qualifications, yet these have made no difference. These SBLs are being held back by an individual or school who hold tight to the view that an SBL is nothing more than an administrator.

Whilst I advocate for professional development, and I help individual SBLs to break through the glass wall (not even a ceiling at this point), I believe that the quickest way for SBLs to gain respect in their profession is for us to tackle the issue at source – and that is the perception of headteachers, SLTs, governors and trustees.

The work that I do with SBLs, and the work that I do on the NPQEL programme, is my way of helping to shift perception. I use what I have learnt to show executive leaders what is possible when it comes to working with someone like me – or rather someone like you, the SBL who has ambition and the aspiration to do more, to be better and to progress to a executive leadership role in the future.

The role that we undertake as SBLs is of equal value and should be recognised and remunerated as such and, not only this, we can give them a good run for their money when it comes to debating strategy, business and delivering value and improvement for our students.

The ISBL is correct; there is no reference point for executive leadership, specifically where it converges at CEO level. It has done great work in lobbying the government and raising the profile of the role within the industry. However, until the decision-makers, the recruiters and the leaders on the ground not only feel brave enough, but also secure enough, to appoint a SBL or a COO/CFO to a senior leadership position, then nothing will change.

I understand that there are a handful of non-teacher CEOs currently leading MATs; we would probably describe them as unicorns! Why? Because we don’t hear about them enough. We don’t talk about their successes and we don’t celebrate their progression. What can we learn from them? What made the decision-makers in their organisation take that leap, and what benefits have they seen?

I always say that respect and credibility cannot be given, they must be earned. SBLs have to walk the walk and talk the talk, but too many are being held back and falling silent because the leaders in their organisations ignore them. To this, I say, ‘Keep walking, keep talking and, when you need to, shout.’

That’s how I did it – I talked and talked until people listened and until I proved that I was right. It takes courage, it takes resilience and it takes a lot of chocolate (believe me!) but it can be done.

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Blog, Leadership, SBM

SBL Surgery 3: How To Prepare For Difficult Conversations

No Comments
Difficult Conversation

“How do I prepare for, and carry out, difficult conversations with team members?”

I cannot tell you how many SBMs have asked me this – it is one of the most common questions I get asked as a coach and mentor. And there’s a reason for that; no matter how experienced you are, having a difficult conversation with a team member is always challenging. There are so many types of ‘difficult’ conversation (performance, conduct, absence, informal, investigative, formal) and each one is unique. Why? Because we’re dealing with people – people’s motivations, behaviours, responses – all of which are either not entirely obvious or completely unpredictable.

For this reason, I’m going to share with you some advice to consider in all of the above scenarios.

Be sure you are the right person to have the conversation

Whilst they may be part of your team, what they have done – or whether you are the right person to address what they have done – should be considered carefully. In some circumstances it may be that it is more appropriate for someone else to have the conversation. Don’t get me wrong, you usually are the right person but complex cases might mean thinking ‘outside of the box’.

Be sure that you’ve got your facts straight

In certain situations there is irrefutable evidence; however, in many, we have to rely on our judgement about what’s right, what’s not and what constitutes acceptable standards. Before you sit down with a team member, ensure that you are clear on why you have determined their behaviour/performance to be unacceptable and your reasons for raising it now.

Consider all evidence

Don’t restrict yourself to the issue at hand; take a wider look at context. Is this change in behaviour or performance recent? Is there an obvious trigger? Has there been a change to their role or responsibilities? Is there something going on at home? All of these factors will likely come into play during the meeting so include any information you already know into your meeting preparation.

Get yourself in the right mindset

You need to go into the meeting open-minded in order to avoid jumping to conclusions. It’s easy to overlay a narrative onto a situation when, in reality, you only have half the story. Until you speak to your team member, you can’t assume anything. The focus of the meeting isn’t to judge, it’s to find out what’s going on. Approach the meeting with curiosity and ask as many questions as you need to, to find out what you need to know. Decide what you want your ideal outcome to be, but be flexible in your approach. Be prepared to truly listen and consider what the right outcome is based on what you’re hearing.

Prepare a framework for your discussion

Some people use scripts; I prefer frameworks. Bullet the key points and milestones you need to hit in the meeting as well as any key phrases you may be required to say, in accordance with policy. Make sure that your meeting closes strong i.e. you’re clear about your expectations, moving forward, what the consequences are if these are not met and any actions that you agree to take. If the conversation goes completely off-piste, and you’re not sure what to do, don’t be afraid to adjourn the meeting and agree to schedule another once you’ve had time to reflect.

Remember to follow up

Whatever you’ve agreed to do as a result of your conversation, do it. Arrange another meeting or a check-in meeting, source appropriate CPD, refer them to occupational health etc. This is crucial – especially if you expect a formal process to progress – you must deliver on everything you said you would, in a timely and reasonable manner.

And finally…

It’s natural to doubt yourself at first – it shows you are taking your responsibility as a manager seriously – but when you start to worry about how the person will respond to you, or what other staff will think of you, you can begin to talk yourself out of having the conversation at all.

Stop! Take a moment to check in with yourself. What do you think about the situation? Ask yourself what would happen if you didn’t have that conversation? Who would be impacted if this issue didn’t get addressed? Is it fair to other staff that this staff member acts in this way? What kind of school do you work in and does this person represent a good example of its values?

If you go into a meeting not only knowing the facts but also knowing that what you are doing is the right thing, then the fog of fear begins to lift, and your confidence begins to grow. Sure, the member of staff might not be happy with what you have to say – but the cost of not saying it is much higher.

If you’re still feeling anxious about having a difficult conversation or you have a particular difficult member of staff on your team, I’ve put together a free, detailed step-by-step guide so you can be confident in what you’re doing and what you’re saying – just click the image below to download:

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Blog, Leadership, SBM

SBL Surgery 2: Are You Feeling Out Of Your Depth?

No Comments
Out Of Your Depth

“What do I do when I’m out of my depth, but I can’t tell my boss or they’ll think I’m incompetent?”

Right, you’ve made some pretty big statements here so I’m going to unpick them a little bit to help you work out what your next step should be. Grab a pen and a piece of paper and work through this prescribed exercise. Trust me – this is #SBLSurgery!

Step 1:

You’ve told me you’re ‘out of your depth’. Whilst you may be feeling overwhelmed right now, it’s really important that we dig into this and what it specifically means to you.

Write down exactly what it is that is causing you to feel out of your depth. It could be:

  • Workload and time management – you know you are able to do everything, but there aren’t enough hours in the day.
  • Work/life balance – you’ve come up with the answer to ‘hours in the day’ by working evenings and weekends.
  • Relationships with colleagues – you’re not getting the support you need from other staff/senior leaders.
  • Knowledge – maybe you don’t feel as up-to-speed or as experienced as you’d like to be in certain areas.
  • Line management responsibilities – you line manage a lot of people; it’s time consuming and you absolutely hate it.

It may be one or more of the above – it might even be something completely different, and that’s okay. But, the more specific we can be about the issues that you’re facing, the easier it will be for us to put plans in place to address them.

When you’ve identified the specific areas that are making you feel out of your depth, spend some time reflecting on how you got here and when it started to get really bad. Maybe it was a breakdown in communication or of a working relationship. Maybe you’re operating within a structure that has inefficient ways of working, or maybe there has been an increasing conflict of priorities or a difference of opinion.

Step 2:

Now ask yourself: if you could wave a magic wand tomorrow, and make this problem go away, what would your world look like then? What would change? What would be better?

If you’re thinking that the problem you have is completely out of your control and you don’t have the power to resolve it, ask yourself, ‘How can I mitigate the impact? What changes can I make to how I work? Do I need to look to other colleagues to help me resolve this?’

Write down a set of action steps that will take you from where you are now and on the yellow brick road to ‘magic wand world’. These might include:

  • Reviewing your job description.
  • Studying for a qualification.
  • Undertaking bespoke training to develop a specific skill eg. time management, having difficult conversations etc.
  • Finding a mentor.
  • Working with a coach.
  • Arranging a meeting or speaking with a colleague or your line manager.
  • Short-term support measures such as a day working from home, delegation to a colleague for a period of time, etc.

It might even be applying for another job!

There are no right or wrong answers here; the aim is to help you to move away from the emotion of your situation and into a practical mindset.

Step 3:

You conclude by saying that that you can’t tell your boss how you are feeling or they’ll think you are incompetent.

Consider first whether your perception is truly accurate because maybe, just maybe, you’ve lost a little bit of perspective. What makes you think this? How do you know that this is a truth and not just an assumption? Have you given them the chance to support you? Have they ever made you feel negatively about yourself before?

If your relationship with your boss really isn’t great, and they would be the last person you would confide in about how you are feeling, then this is ok too! I’ve felt this way about a lot of my bosses.

However, there are ways you can articulate what you need to your boss without feeling like you’re exposing your vulnerabilities too much. Using your list of concrete actions and the list of things you need to help you get where you need to be, you can approach your boss in a very objective and pragmatic way.

For example, you might say – ‘Project x is behind because of y. To complete it, I need w and z to get it done.’ This could be a day working from home, time with a colleague to receive input, support from a colleague for a period of time to allow you to give your complete focus to the problematic task, additional training, etc.

If you can be specific about the issues, and clear about your need, then the emotion is removed and the conversation remains practical.

Now whilst this approach might be the magic solution that helps you to meet your boss where they are, and give you the control you need over the situation, it also might not be. It could be a band-aid for a relationship that’s truly broken down.

The importance of being valued

Right now, you may not feel valued by your head; your salary may not reflect your skills or your responsibility and you may wonder what on earth the point of speaking up is at all. But, the fact is, you owe it to yourself to be seen, to be heard, to be valued and to be recognised. Don’t give up. If you don’t do anything about this situation then everybody loses. More importantly, you lose. You will deskill yourself by default.

If you can, hand on heart, say that you’ve done all you can where you are now, then you need to be preparing for that next job; that job interview at that school where that headteacher wants to hear what you have to say, wants to take your advice, wants to make sure you’re recognised for what you do and, even more importantly, wants to support you.

You can do what needs to be done; I’ve got every faith in you.

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Blog, Leadership, SBM

SBL Surgery 1: For New SBMs

No Comments
New SBM
In the first part of a new series the @EdExec resident agony aunt (me!), answers SBMs’ questions about their roles, their lives – and everything in between

“I’ve just moved into my new role as an SBM and I’m (understandably, I think!) feeling a little overwhelmed before I even begin – can you advise me on keeping calm, confident and focused as I begin this new adventure?”

First of all, congratulations on your new job as a new SBM – you are about to embark on the most exhilarating and crazy role of your career! An adventure is the perfect way to describe it. Along your path you will come across heroes, villains, treasures and trap doors. To navigate this weird and wonderful world, you’ll need to do one thing consistently, above all else, and it will be this that keeps you both calm and focused as well as sure-footed in everything that you do.

Get organised – and, more importantly, stay organised. Whilst you’re busy learning, observing and taking in your new surroundings, you’ll be expected to get on with the day job. Organising yourself, your thoughts, your tasks and your teams is the key to not only moving forward but also maintaining momentum and making informed decisions.

Though there are many things that will draw your attention in the first term, my advice is to not lose focus on these five things:

  1. Whilst you may feel overwhelmed right now, this stage of your journey is ripe with opportunity. You will never see your organisation through the same eyes again so take advantage of your fresh and unique perspective; being green, keen, enthusiastic and naive in your new role is the perfect time to ask bold questions. This shiny newness wears off pretty quickly, so you’ll want to take full advantage while you can.
  2. Make time to observe. It’s super important that you capture all your findings and observations during this time, so buy yourself some fabulous stationery and start writing! These notes will come in handy when it comes to organising your thoughts, triangulating what you’ve seen with what you’ve been told and planning your priorities and next steps.
  3. Make peace with the fact that you will have a to-do list that will never get done. Someone, somewhere will always expect something from you. Plan your calendar out in as much detail as you can to pre-empt as many of these demands as possible. Start by reviewing the school calendar and adding in key dates. Set preparation deadlines for yourself and your team and speak to key staff to ensure that you are clear what is expected of you. Make sure to add in any external deadlines also e.g. census returns, financial reporting etc.
  4. When you’re conflicted, ask for help. If you can foresee a clash of priorities or a ball at risk of being dropped, speak to your headteacher and ask for guidance; take your lead from their priorities and use these to underpin your own.
  5. As a new SBM, you only have one shot to make a first impression. Setting boundaries and expectations is critical but so is establishing and maintaining relationships with staff to get them – and keep them – on board. How people see you will directly impact how they interact with you so making conscious choices now about how you interact with them will make your job so much easier down the road.
  6. Because you are, in effect, ‘the only one’, you may find yourself feeling overwhelmed more often than you’d like – this is a perfectly normal feeling to have. One thing that all SBMs agree on, both new and long-serving, is that you don’t have to do this alone. Support is out there in many forms if you know where to look for it. To find out how to build both formal and informal SBM networks, check out this article: It’s Good To Talk

One final thought… whether you are new to education or new to the role, being an SBM is an exciting opportunity to make a difference. Enjoy the ride, make sure you have a stash of chocolate and always, always, always have a list!

…and speaking of lists! I’ve put together a free resource to help you navigate your first term as an SBM – just click the image below:

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Article, Leadership, SBM

Edexec Live: Demonstrating Impact In Action

No Comments
SBL Edexec Impact

In March, I ran a full day of workshops at Edexec Live. I worked with over 30 School Business Leaders who were looking for ways to effectively demonstrate their impact and gain the recognition they deserve for the amazing work that they do. 

We got through so much in our 50-minute sessions but there were some overarching themes that came up again and again:

How to succinctly articulate the purpose of the SBL role in a way that stakeholders can quickly ‘tune into’

In many of the sessions, we discussed the best way to describe what we do as SBLs; a lens through which all SBL work is delivered, measured and where necessary, debated.

This phrase was repeated like a mantra: ‘My role as SBL is to enable and support the delivery of a quality education provision.’

Many take-away actions from the workshops started with this phrase and evolved into a focused plan.

How to know when it’s time to let it go

As SBLs, we are programmed to fix and fire-fight any issues that come our way. However, if staff constantly come to us with something to fix and we do it, we don’t realise that we are not making things better. 

Instead, we are inadvertently creating a situation where staff don’t feel that they have to keep to deadline or to plan appropriately because we will swoop in and save the day.

A number of SBLs left their session with an action plan that included drawing clearer boundaries and holding other people to account; even if that meant that a ball had to be dropped somewhere along the way. 

How to be confident and ‘keep shouting’

The reasons that my groups said that they felt unheard or undervalued varied hugely but I can honestly say that the SBLs I met at Edexec Live were some of the most dedicated and committed I’ve ever worked with and they deserve to be listened to.

In our groups we discussed individual contexts in-depth, how to present better in meetings, how to tackle difficult staff, how to improve relationships with the Head and SLT and how to gain and exercise influence in the role of SBL.

One SBL said that despite her difficult situation, she knew that the one thing she had to do was ‘keep shouting’. Many SBLs left their session with that same mindset.

Our sector needs SBLs like this more than ever before – especially now when resources are depleted and are continuing to deplete at an alarming rate. 

SBLs are critical not only to the success of but the survival of many schools in the sector. 

They have knowledge, they have skills and they have a voice that deserves to be heard.

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Edexec – Education Executive Magazine (@edexec)

Article, Coaching, SBM

SBLs: It’s Time To Take Action

No Comments
SBL Action Plan

Recently, I shared with you my go-to SBL framework to help you identify and remove the roadblocks that prevent you from being able to demonstrate your impact and get the recognition you deserve.

Within this, I outlined the five tools that you can use to make those that won’t listen to you sit up and take notice. These were:

  1. Your Knowledge
  2. Your Role
  3. Your Relationships 
  4. Your Way of Working
  5. Your Presentation

Below, I’m sharing some practical top tips for each of these areas to help you flesh out an action plan based on this framework.

Area 1: Your Knowledge
Challenge Assumptions

Questions are essential when it comes to challenging assumptions. You don’t just need to ask them of other people you need to ask them of yourself. It’s hard if you’ve been in the same post or same school for a long time but ask yourself: what do you know, how do you know it, is it true, could it be better, how could it change, what would change mean, should it be done? The management of risk relies on you beings as informed as you can possibly be – all of the time. You need to not only determine a way forward but also be able to forecast impending doom. That is why you must always triangulate everything you think you know – numbers need narrative and narrative needs numbers. Whilst the destination may be set, the current reality will continue to shift and in order to make truly sound assessments you’ll need to split your SBL focus accordingly.

Area 2: Your Role
Look After Your Team

Whilst you’re operating as part of the school leadership team, notionally or not, you also have to lead teams of your own. This means that you have to practice what you preach. You’re modelling from the front. Your ‘house’ is in full view, it’s under scrutiny and people will lob rocks at it. Depending on your role and your context, you may find yourself and your team under attack. To this end, look after them. We often get so caught up on the leadership battlefield that we don’t spend as much time making sure that the battles going on elsewhere in the building are being hard fought and won on all fronts. Your team needs you to back them even if nobody is backing you.

Area 3: Your Relationships
Don’t Get Hung Up On Status

Actions speak louder than words. The Head and the SLT will treat like you’re part of the team or they won’t whether you are or you’re not. It actually doesn’t matter what your job title is, what qualifications you have or where you sit on the leadership diagram if nobody listens to what you have to say. Without credibility you cannot operate effectively and credibility isn’t given, it’s earned. The job title and badge do help but it isn’t the end of the story. Whatever level you work at, you earn your place on that team every day not only by doing your own job well but by helping the others do theirs. Aligning yourself and the purpose of your role with the educational objectives of your school is crucial. As an SBL, you can’t operate in isolation. Everything you do should be about supporting the delivery of a quality education provision. Articulating your role in these terms as well as demonstrating sound knowledge, a thorough understanding of data, objectivity and empathy will go a long way to gain the confidence and trust of your teaching colleagues.

Area 4: Your Way of Working
Put The Work In Now To Save It Later

Building relationships takes time and maintaining them takes work. Proving yourself takes time to. But building relationships can save you time in the long run and make your ways of working much more expedient. Find your allies. Get someone else to start saying how good you are. It can make the difference between dragging a project to completion through a never ending string of debacles or it can mean working with some of the SLT, bringing it in early and make it a roaring success. It’s been said that the role of SBL is boundaryless. This is true. The more you extend your landscape of operation, the more influence you will gain.

Areas 5: Your Presentation
Don’t Give Up

Give it time – not a lifetime – but enough time! If you’re going to go ahead and make some changes, the people around you will need time to adjust. Right now, you may not be valued by your Head, your salary may not reflect your skills or your responsibility and you may wonder what on earth the point of speaking up is at all. But the fact is, you owe it to yourself to be seen, to be heard, to be valued and to be recognised.

Don’t give up. If you don’t step up now and be the SBL you know you can be, then everybody loses. More importantly, you lose. You will deskill yourself by default. If you can hand on heart say that you’ve done all you can where you are now, then you need to be preparing for that next job. That job interview at that school where that Head want to hear what you have to say, wants to take your advice and wants to make sure you’re recognised for what you do. 

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Article, Finance, SBM

SBLs: The Art of Saying ‘No’

No Comments
No

To feel comfortable saying ‘no’, you must first of all ask ‘is this person making a reasonable request?’ If it isn’t (let’s say it’s class tickets to Wimbledon), then politely explain your reasons (of which I’m sure there will be many) and be firm. 

If the answer is ‘no’ and will always be ‘no’, it’s important that you respond immediately, politely and firmly. In these situations, be sure that you have the autonomy to make the decision. If you don’t, let them know that you’ll note their request and get back to them when you’ve spoken with the Head. 

Of course, it get’s harder if you know that what they’re asking for is something that could really benefit the school and in a time where money wasn’t an issue, you wouldn’t think twice about saying yes. 

In these situations, examine the request more thoroughly and ask yourself – has anything they’ve said made you reconsider the existing budget priorities? Is there anything that either you or they can do to enable you to say yes? Maybe there is a cheaper way of doing something or reducing expenditure in another area could create additional resource. 

If you don’t know the answer to this off the bat, then don’t be afraid to say ‘I hear where you’re coming from, leave it with me and I’ll see what I can do.’  When you’ve investigated, make sure that you go back to them with a clear answer and explanation. If you try and you fail to meet their request, then at least the person will see that you recognise the importance of what they’ve asked for but there are good reasons behind why you’ve had to say no.

It’s worth keeping a note of any budget request you receive to discuss in your finance meeting with the Head. Any requests that fall into a ‘grey’ area can be reviewed as a whole as the financial picture continues to shift.

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Article, Coaching, SBM

SBL Framework: Demonstrate Impact and Gain Recognition

No Comments
SBL, impact

Many of the School Business Leaders I coach struggle with one issue above all else: being able to effectively demonstrate how fabulous they are in order to get the recognition that they deserve for the great work they do.  The causes of this vary widely.

To any SBL who doesn’t feel heard, valued or recognised – please know that this does not mean that you are terrible at your job. It also does not mean that there isn’t anything you can do about it.

In my role as coach, I work with SBLs to help them interpret and navigate their contextual terrain to effectively identify and remove roadblocks. I’ve created a framework that is one of my go-to tools. How do I know it works? Because over a decade ago, I used it to both survive and thrive in my very first SBM role and every leadership role I’ve undertaken since. 

1. Identify who

We’ve established the issue isn’t you… so who is it? Think about your school and context and identify who specifically isn’t listening to you, is stopping you from being heard or doesn’t value what you have to say. Is it one person? Is it a group of people? What level of the organisation are they at and how much of an impact do they have on you and on your role?

2. Identify why

Why do you think that they behave in this way? Is it lack of knowledge? Do they think they know better? Are they uncomfortable? Do they prefer to be in control? Do they have different priorities (or seemingly so)? Are they hierarchal? Do they not respect your role? 

3. Identify what

When it comes to School Business Leadership, there are five tools that you, as an SBL, have at your disposal and have total control over. To illustrate these, I’m going to share with you some of my experiences as a first-time SBL and then ask you some questions to consider in your context, right now: 

Your Knowledge

I fell into the role of SBM by accident – as so many of us do now – and it really was a baptism of fire.  When I first started out, I didn’t know a lot. I had a good working knowledge of the school through other roles I had done but I had zero job-specific qualifications and limited education-specific knowledge. This meant I had zero credibility and zero influence. The gaps that I had were vast and my priority was to fill them as quickly as possible. 

Your turn…

How long you have been in post and is that an advantage? What qualifications do you have? How strong is your knowledge of education? How well do you know your school? What is your school like to work in? How could it improve? Think about any knowledge gaps you have and how you can fill them. Also, consider how accurate your knowledge base is (is it objective enough?) and your knowledge sources (are they credible)?

Your Role

When I started as SBM, not only did Ilack credibility but so did the role! My predecessor (and the first SBM in the post at the school) had left under a cloud therefore, the value that this role could create was still questionable. I had to gain credibility and fast. I had to be a strong leader to my teams, set clear boundaries with staff and evidence the impact of my work in a way that left no room for debate.

Your turn…

Are you seen as a leader or more operational? What does your Head expect from you? Are you seen as ‘essential’ or ‘extra’? Do you and your teams operate in a parallel universe? Do you have the appropriate level of autonomy to do your job?

Your Relationships

Because of my starting point and the history of the role, I found myself, more often than not, working in my own lane and on my own highway. I wasn’t invited onto SLT and was seen as somewhat of an adjunct. That was okay at first as I had a very steep learning curve – but then I found myself hitting walls when it came to getting things done. My rapidly growing knowledge was my power but my role was just words on a page. I had to make it come to life. My priority became reshaping and developing my professional relationships.

Your turn…

Think about your relationships with your Head and your SLT. Does your Head support you? Do you get enough time together? Are you on the SLT? Do you act like a member of the SLT? How do they support your work? How do you support their work? Do you go to SLT meetings? Do they listen when you talk? Do they trust you?

Your Way of Working

Creating new ways of working without compromising the relationships I had built was a tough task. I had to cut through some very well established and sometimes jealously protected bad habits. To achieve this, I had to work really hard on adjusting my leadership style in accordance with context and personality as well as digging in for the long haul, picking my words wisely and my battles carefully.

Your turn…

Think about how you operate. What is your office like? Are you out and about in the school too much – or not enough? Do you prefer e-mails or face-to-face conversations? How do people get to know what you know? How do you get things done? How do you deal with difficult situations? What makes you speak up? How does the way you work impact on how you are perceived?

Your Presentation

When it comes to being an SBM, you don’t just have to ‘talk-the-talk’ you have to ‘walk-the-walk’. My first SBM role was an uphill battle from day one, and at every turn I was being tripped up either by my own feet or somebody else’s. Even though that got to me, I never showed it and I never wavered. Instead, I kept showing up – I kept moving. Some days, I ran to stand still and some days I actually got somewhere. I got through it by being relentless, consistent and downright determined. 

Your turn…

How would your Head and SLT describe you? How do you walk down the corridor? How do you respond when challenged? How do you conduct yourself in meetings? In terms of your wellbeing, do you look after yourself well? How much do you value yourself? Think about this; if you don’t act like a leader and value yourself, then why should they?

One final thought…

Remember why you do what you do in the first place. Don’t let the judgement of other people take away your passion, dedication and commitment to this job. You can do this and if they don’t appreciate what you do or the value that you add, find a school that will!

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Article, SBM, Wellbeing

SBLs: It’s Good To Talk

No Comments
SBLs, women, talking

SBLs often report that theirs can be a lonely profession so, whether it’s talking to other members of staff or fellow SBLs, it’s important to stay in contact. In honour of National Conversation Week (18-24 March), Laura Williams, independent consultant at L J Business Consultancy, discusses the importance of keeping in touch…

It has been said that the role of a school business leader is ‘boundaryless’ – and, having been a SBL, I completely agree.

SBLs are solo operators, very much like headteachers. We may lead a number of teams and work alongside the SLT, but nobody in the school has first-hand knowledge of the demands of our role, or the capacity required to deliver it. Being the ‘only one’ can lead to us feeling rather lonely and isolated – and often means that we end up struggling in silence.

Though we might feel alone when we’re sitting in our offices with five spreadsheets, SIMS and the payroll file open, it doesn’t have to be this way! Here are five ways that we can get in touch – and stay in touch – with people who know where we’ve been, where we are and where we’re going.

1. Networking and joint learning

Studying for a qualification and attending workshops, seminars and conferences are great opportunities not only for CPD, but also for meeting up with other SBLs. Events such as these usually build in time for networking and allow us to spend time talking with fellow SBLs about what’s happening, how we’re doing and sharing inspiration. When the workload is high, it’s tempting to avoid leaving the building – or to even cancel a delegate place you’ve already booked; but planning in advance, and committing to just one day out per term, can have a huge impact on both your sanity and your perspective.

2. Social media

If you’re comfortable with social media, why not join in with #SBLTwitter? There’s a great network of SBLs there who are friendly, approachable and keen to share their experiences and provide help and support to other SBLs. It may seem intimidating at first, but please don’t worry – follow some SBLs, introduce yourself, and you will make some great connections.

3. Projects and collaboration

Many local networks and professional associations not only run conferences, but also facilitate great opportunities for sharing practice and collaborating on projects. Visiting other schools, unravelling big compliance changes – like GDPR – and sharing policy templates and supplier recommendations will help you practically, as well as personally.

4. Coaching

If you feel like you’re really struggling, and the thought of sitting in a room full of other SBLs only makes you feel more anxious at this point, then undertaking coaching could be the answer you’re looking for. Working with an independent, professional coach, one-on-one, can help to provide you with focus, a fresh perspective and the clarity you need to move forward. The coaching process is structured, time-limited and focuses on your specific needs and goals at this time. It’s also a safe and confidential space – which means you don’t have to worry about how you are perceived by your fellow colleagues.

5. Mentoring

If you don’t feel comfortable networking or putting yourself out there, and coaching isn’t your thing, then perhaps working with a mentor could provide you with the touchstone you need to provide you with support and a sounding board on a regular basis. This could be with someone you know or someone recommended to you through your network. Again, the arrangement would be confidential, but it’s more informal and fluid than coaching.

However you decide to move forward, know that you don’t have to do so alone. Find somewhere, or someone, that can provide you with the support you need – and know that asking for help does not lessen you; it gives you the tools to become more.

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)

Article, Coaching, SBM

SBMs: How Coaching Can Help You

No Comments
Bulb, ideas, coaching

Though it is all too often low on our list of priorities, quality CPD is an essential part of our development as School Business Leaders.

However, any CPD that we do have the opportunity to undertake is largely focused on acquiring knowledge in order to ensure that we are equipped to deal with every crisis imaginable; funding, HR, H&S, ICT, GDPR etc. 

We study hard for accreditation, we join associations and unions, we read voraciously and we attend as many conferences and networking events that our constantly crammed calendars allow us to. All so that we can mine as much information as we can in our quest for a state of ever-preparedness. 

This intense focus on knowledge acquisition can create issues for us as individuals that we hadn’t anticipated. We spend so much time learning about everybody and everything else that we never really take the time to learn about ourselves.

When I first started working in School Business Leadership over ten years ago, I found that I had no issue at all with acquiring both technical and theoretical knowledge. But I also found that it was a bit like getting my driving license. I was certified as a driver and I was equipped with what I needed to get on the road and get moving but the reality of the road was very different to what I had experienced in ‘test conditions’.

How we develop as leaders and how well we perform in our jobs is not just about what we know. It’s about how we interpret, adapt, apply and execute this knowledge in our context. It’s also about how, as individuals, we operate within that context.

What SBMs say

When I spoke at Edexec Live earlier this year about demonstrating impact and gaining recognition, the issues that SBMs spoke to me about were, unsurprisingly, not related to their technical knowledge. Their issues were specific to them and their context. Every single person that attended my sessions had different skillsets, different priorities and different challenges. But the one thing that they all had in common was a desire to find a way to express themselves more clearly within their organisation so that they could get through to the people that needed to hear them the most.

I reassured them that even if they had been feeling undervalued or ignored, this didn’t mean that they were terrible at their job. I reminded them that in order to resolve the issues that they were facing, that they had the ability to adapt, to mitigate and to overcome. I showed them that they had tools that they could use to affect change and how they could use these tools. More specifically, I demonstrated how they could begin to tie together what they knew with where their organisation was at and where they were at as individuals. By taking the wider view and placing themselves, instead of their organisation, at the centre of their CPD strategy, their areas of strength and skills to develop became much more focused.

The feedback I have received has been both amazing and humbling. It has also confirmed my belief that the need for professional coaching for SBMs is greater than it has ever been. 

With increased expectations, intense scrutiny and higher stakes than ever before, the school leadership landscape often feels like a very lonely place. Though professional associations, local groups, conferences and social media are great ways to share best practice and advice, they don’t necessarily afford the time, confidentiality or space needed to address some of the more complex and troubling issues that we face in our branch of school leadership. 

The benefits of coaching

As is often the case, when we’re in a difficult place or even just feeling stuck, we struggle to attain the wider viewpoint that we need to find a route out. This is exactly the type of situation where a professional coach could help. This could be with anything from how to deal with a sensitive situation to looking to develop strategies to rebuild our confidence and squash that overwhelm. It could even be about putting together a plan of action to take the next step in our career.

Coaching, as a discipline, is goal oriented and is intended to create that impetus for change and increase in clarity and motivation to move forward that we can’t always muster on our own. Through coaching we can objectively explore our strengths, priorities and challenges as well as examine our vulnerabilities and anxieties. Through discussions with a coach, we can identify key actions to create alignment between our knowledge, our organisations and ourselves. And perhaps more importantly, we will discover that the school leadership landscape doesn’t have to be as lonely as we sometimes feel it is.

When I speak to SBMs about coaching as CPD, I always remind them of the power of questions. Mainly because as SBMs we spend a lot of time asking them! But also, because questions are essential when it comes to challenging assumptions. We need to not only ask questions of other people but also of ourselves. This can be especially hard for those of us who have been in the same role and/or worked for the same organisation for a long period of time. 

If you are feeling stuck, confused, lost, anxious or overwhelmed, professional coaching really could be the solution you are looking for.

There are three ways I advise SBMs to source a coach:

1. Speak to your local SBM group

Contact the leader of your local SBM group and ask them if they can put you in contact with a fellow SBM in the region who would be willing to work with you as a coach. This may well be an informal arrangement but tapping into that local expertise and working with people who are further along in the journey could really help you. The DfE has published a list of the school business professional networks here: https://www.gov.uk/government/publications/join-or-create-a-network-for-school-business-professionals/school-business-professional-networks-directory

2. Ask your peers for recommendations

If you don’t have a local SBM group or they are unable to help you right now, ask your peer network or SBMs working in schools nearby whether they have someone they can recommend. They may well be undertaking coaching themselves or have contacts that they can share with you.

3. Source a coach independently

If you’d prefer to look beyond your network and are seeking a more confidential and formal arrangement, there are a number of independent and experienced school business professionals, like myself, who provide focused and bespoke coaching services to school business leaders. Remember, professional independent coaching isn’t just for Headteachers and SLT!

Whilst there a lot of things we have to do on our own as school business leaders, struggling in silence isn’t one of them. You are not alone in this – you are seen, you are heard and you are deserving.

Like what you’ve read? Subscribe to this blog by clicking here.

P.S. Have you joined The Business of School Leadership Facebook Group yet? For practical support, advice, tips, tools & guidance about all things school leadership, join us in the community by clicking here.

Written for: Education Executive Magazine (@edexec)