Tag: Leadership

Note and Key Takeaway points from ‘The Naked Leader’

This book is a general leadership book and is self-described as ‘The bestselling guide to unlimited success’. It takes a unique approach – as a choose your own adventure book with the author advising you to at the end of each short chapter (there are 51 in the 340-page book) go to the next chapter of your choosing based on choices at the end of the chapter. I ignored this advice, and instead read it from cover to cover. I think it provides lots of useful advice; although most are uncontextualised. This is useful however in some ways as it means the reader can apply it to their own context.

The rest of this post lists some of the takeaways or quick lists that I would like to remember.

The formula for guaranteed success:

  1. Know where you want to go.
  2. Know where you are now.
  3. Know what you have to do, to get where you want to go.
  4. Do it!

The seven principles of Naked Leadership:

  1. Succes is a formula, and it is simple.
  2. This formula does not ‘belong’ to anyone – it belongs to everyone.
  3. To be successful, you need rely on no one other than yourself.
  4. Succes is whatever you want it to be, it is yours to define.
  5. Success can happen very fast, often in a heartbeat.
  6. Everyone has value, can be anything they want, and is a leader.
  7. The biggest mystery of life, is to discover who we truly are.

The top five human motivators:

  1. A sense of personal power and mastery over others.
  2. A sense of personal pride and importance.
  3. Financial security and success.
  4. Reassurance of self-worth and recognition of efforts.
  5. Peer approval and acceptance.

The benefits of a mentor – to the person being mentored:

  • A mentor can assist, and transform personal and career development.
  • He or she can also be a sounding board, perhaps before a major presentation.
  • If the mentor is more senior, there are opportunities to learn.
  • with a mentor, people feel the organisation is taking a genuine interest in them, and what they are trying to achieve. This is highly motivating.

Leadership is a skill and a habit. Like most skills and habits, one that improves with practice. As we become more skilled – the habit takes over – we worry less about the mechanics of doing it and focus more on the outcomes to be achieved.

What are the skills and attributes that are demonstrated by great future leaders:

  1. Wider vision – a compelling future plan – shiny, relevant, and involving other people in its development.
  2. Personal profile – a high profile and visibility – know everyone’s name by heart.
  3. Warrior – ability to take account and lead by example.
  4. Alliances and Friendship – form powerful alliances with other companies, directors and external groups.
  5. Spirit – higher self – at one with themselves and have their lives in balance. Combine an energetic spirit with a sense of priority and perspective and know how to relax.
  6. Imagination and mind skills.
  7. The ability to inspire.

Five pitfalls of leadership:

  1. Mistaking position for power – respect has to be earned.
  2. Practicing communication and not openness.
  3. Providing answers instead of guidance.
  4. Putting popularity before respect.
  5. Being visible but not available.

Rules for email communication.

  1. Be aware of the impact of the written word – it is direct and often comes across as aggressive. To overcome this make emails friendly – dear name and end on a friendly note avoiding kind regards. Always read through before sending it.
  2. Never send an email reply when you are angry – it starts a negative spiral that can be difficult to break.
  3. Avoid copy-copy disease. Only include who is necessary.
  4. Ensure your emails are crystal clear.
  5. Never give bad news by email.
  6. Never include information on other companies in emails.
  7. Be aware of information on individuals.
  8. Avoid / limit personal emails / non-work correspondence.
  9. Electronic communication is no different than other communication.

How school leaders can optimise behaviour.

In March the report ‘Creating a Culture: How School Leaders can optimise behaviour’, was published by Tom Bennett, commissioned by the Department for Education. This is a really interesting document and should be read by all school leaders. The full report can be found here or here (alternative link).

The report begins by summarising the impact of improved behaviour:

  • Students achieve more academically and socially
  • Time is reclaimed for better and more learning
  • Staff Satisfaction improves, retention is higher, recruitment is less problematic.

The are a number of illustrations used throughout the report – the one below is used to illustrate the commonly found features of the most successful schools.

Features of Effective Schools

The report describes what good behaviour is: “Good behaviour is not simply the absence of ‘bad behaviour’ (swearing, fighting, or retreating from classroom tasks). Good behaviour includes aiming towards students’ flourishing as scholars and human beings. So, while good behaviour does include the absence of, for example, vandalism, rudeness and insolence (which we can describe as negative good behaviour), it also describes behaviour that is more broadly desirable. This could mean helping students to learn good habits of study, or reasoning, or interacting with adults, coping with adversity, or intellectual challenges (positive good beavhour). School leadership needs to create circumstances for both forms of good behaviour.”

The report talks about the importance of clarity of instructions from leadership and gives an example: “Don’t only say, ‘Assemblies should encourage good behaviour’. Say, ‘For example, in every assembly, I want to see merits given out to the best students for [behaviour x]’. This should be at the end of the assembly, and the pupils should be asked to go on stage to collect their certificates.”

As well as clarity of instruction the report talks about the importance of routine. “The school must have well-established and universally known and understood systems of behaviour, fo example, student removal, consequences, and sanctions, corridor and classroom expectations, behaviour on trips, arrival, transition and departure behaviour and so on. Any area of general behaviour that can be sensibly translated into a routine should be done so explicitly. This removes uncertainty about school expectations from mundane areas of school life, which reduces anxiety, creates a framework of social norms, and reduces the need for reflection and reinvention of what is and is not acceptable conduct. This, in turn, saves time and effort that would otherwise be expected in repetitive instruction. These routines should be seen as the aspirations of all members of the school community whenever possible.”

On sanctions, the report quotes Bill Rogers saying their “certainty is more important than their severity”.

This is linked to the need for students to meet expectations “All students need to meet the expectations set of them. Anyone not meeting the expected standard must expect an intervention of some form, a reaction from the staff body. Any member of staff not maintaining these boundaries and expectations must be challenged, retrained or otherwise engaged to aim more closely to the standards expected”.

The final aspect of the report that is worth repeating is the list of obstacles to developing a culture of good behaviour:

  • lack of  clarity of vision
  • poor communication of that vision to staff or students
  • demonstrating values or routines contrary to the stated ones
  • lack of perspective, considering low standards to be high
  • inadequate orientation for new staff or students
  • staff overburdened by workload, unable to plan for effective behaviour
  • unsuitably skilled staff in charge of pivotal formal roles
  • remote, unavailable, or occupied leadership
  • inconsistency between staff and departments
  • unfair consequence systems that punish industry or reward poor conduct
  • staff unable or unwilling to promote the school routines
  • lack of support for staff to promote the school routines.