Change through Collaborative Conflict!

I have been inspired this week by a post of linkedIn made by a friend from Western Australia and fellow Google Innovator from the Sydney17 cohort, Adam Brooks. After the challenges of this week it has given me a sense of encouragement that I am on the right path in my leadership journey. In this he stated, “Leading change is a challenging task that can often feel murky. It's difficult to determine the best way forward when faced with a complex situation. One effective approach is to throw around ideas with team members and allow for constructive conflict. This can help to identify blind spots, consider multiple perspectives, and ultimately lead to a more robust solution. This requires mutual trust and a safe environment where all team members can voice their thoughts without fear.

Remember, change is a journey, not a destination, and it's okay if the path isn't always clear. Just keep wading through the darkness and follow the glimmers of lightness!” (2023)

Educational leadership is a multifaceted journey filled with challenges, uncertainties, and complexities. In this transformative expedition, it is essential that we consider the principles of distributed and service leadership while also prioritising the social and emotional well-being of both staff and students. 

In this blog post, I will explore how these concepts align with the notion of leading change in education, fostering a safe and collaborative environment where differences are used as an alliance to generate ideas and solutions while offering empathetic support to all stakeholders involved.

The Murky Waters of Change: Throwing Ideas into the Mix

Leading educational change is like navigating through murky waters. Whether it is guiding the team around and not limited to curriculum changes, developments of pedagogy and practices, implementation of digital technologies, working with parents, social media use, staffing concerns or the management of student wellbeing and behaviour, it's not always easy to shy away from a decision or discern the best way forward. 

When dealing with multifaceted issues we need to remember to approach these with ferocious warmth, this is fierce determination enhanced by passion, vision and goals combined with compassionate connection, care and positive support (Ezard, 2021). It is a way of leading that is both principled and empathetic, focused on both results and relationships. Leaders in this state can have the ability to hold the tension between conviction and curiosity, between courage and compassion, a line that defines the leadership experience.

The traditional top-down heroic approach to leadership, where decisions are made unilaterally and implemented without much input from the team, outside of crisis or critical incidents, is no longer effective in today's rapidly evolving educational environment. 

Subsequently, a more collaborative and inclusive approach is necessary; however, as I have experienced, sometimes this too is met with frustration because while the team has more agency and voice the process of immediate and direct decision making is slowed as the impact of decisions are more appropriately evaluated.

One effective approach to leading change is to engage with team members in brainstorming and idea generation. Encouraging open dialogue and inviting team members to throw their ideas into the mix can be incredibly valuable. Jennie Magiera (2016) in her book Courageous Edventures, wrote about the Gripe Jam Protocol to support schools to identify, ideate and address a challenge they need support with. Another alternative is visible thinking routines (Ritchhart, Church & Morrison, 2011) or utilising design thinking frameworks (Henriksen, Richardson & Mehta, 2017). 

When individuals from diverse backgrounds and with varying perspectives come together to discuss potential solutions, it can lead to the discovery of innovative and effective strategies (West, 2002). As leaders, we need to listen to understand as these ideas allow us to gain insight into the path the team would support movement towards; however, often the biggest communication problem we have is we are listening to respond (Covey, 1991). We should never be too busy to listen, because it is the ultimate form of respect we can give our team (Thomas, 2023). 

Constructive Conflict: The Catalyst for Growth

One of the key components of effective idea generation and problem-solving within a team is constructive conflict. This means engaging in respectful and open debates, where differing opinions and perspectives are welcomed and valued. Contrary to what some might believe, conflict within a team can be a catalyst for positive change, growth and progress (Anderson & West, 1996).

Constructive conflict allows for the identification of blind spots and limitations in proposed solutions. It forces team members to critically evaluate ideas and consider alternative viewpoints. When done in a respectful and supportive environment, this conflict can lead to more robust and well-thought-out solutions (Rapti, 2013).

Speaking from my own encounters, teachers who actively participate in respectful and open debates, where differing opinions and perspectives are welcomed and valued, are more likely to feel empowered and engaged in shaping policies, practices and innovative curriculum. This sense of agency not only benefits the teachers themselves but also contributes to the overall improvement of the educational system.

The Journey of Change: Mutual Trust and a Safe Environment

It's important to remember that change in education is a journey, not a destination. The path forward may not always be clear, and there may be moments of uncertainty and darkness. However, as we embrace the process and continue moving forward, even when the way ahead seems uncertain, we find answers to issues become clearer.

To foster constructive conflict and open dialogue, we must prioritise the development of mutual trust and create a safe environment for team members (Bryk, Schneider & VanNieuwenhuizen, 2010). Team members should feel confident that they can voice their thoughts, concerns, and ideas without fear of retribution or judgement. Trust is the foundation upon which effective collaboration and change management are built.

Change often involves taking risks, making mistakes, and learning from them. It's through these experiences that growth occurs, and the path becomes clearer (Fullan, 2007). As educational leaders, we must be willing to adapt, pivot, and follow the glimmers of lightness that emerge along the way.

Distributed Leadership: Sharing the Responsibility

In contemporary education, it can be identified that the traditional hierarchical model has evolved into a more collaborative and distributed approach. Distributed leadership involves sharing responsibilities and decision-making with various stakeholders within an educational institution (Leithwood, Jantzi & Mascall, 2006). This approach recognises that expertise and innovative ideas can emerge from all levels of an organisation, not just from the top.

Harnessing the collective wisdom of your team is an effective strategy for leading change in education (Fullan, 2007). By encouraging open dialogue and idea exchange among staff members we can create an environment where diverse perspectives can be celebrated. When team members feel valued and heard, they are more likely to contribute unique insights and solutions to complex problems (Spillane, 2006). In this way, distributed leadership empowers everyone to be a part of the change process.

In my experience, distributed leadership not only promotes collaboration and innovation but also enhances teacher agency by providing them with a sense of ownership and a voice in the decision-making process. I have observed, when teachers are actively involved in shaping the direction of their educational institution, they feel a greater sense of responsibility and commitment to its success. This increased agency fosters a culture of empowerment, where educators are more motivated to contribute their expertise and ideas, ultimately enriching the educational experience for both students and staff.

Servant Leadership: Leading with Empathy and Care

Servant leadership places a strong emphasis on serving the needs of others, both within and outside the educational community and empowers an atmosphere that encourages teacher leadership (Crippen & Willows, 2019). As educational leaders, it's essential to approach our roles with empathy and care, recognising the decisions and actions we make impact the lives of students and staff.

Leading with empathy means understanding the emotions, experiences, and challenges of those we serve. It involves active listening, compassion, and a commitment to addressing the social and emotional needs of staff and students. By creating a culture of empathy and care, we foster an environment where everyone feels safe, valued, and supported (Fullan, 2007).

I believe it is through servant leadership that the impact of the Ferocious Warmth philosophy truly multiplies as leaders are able to inspire and motivate others by combining their passion for their mission with their genuine care for people. They are also able to create a culture of trust and belonging, where everyone feels safe to take risks and innovate (Ezard, 2021). When you lead with ferocity and warmth, tough decisions on the direction the organisation is going to take are still made but you create a positive and productive work environment where everyone feels valued and respected.

Conclusion

Educational leadership is a challenging task that can often feel murky. When confronted with complex situations, one effective strategy I have used successfully is to engage in open dialogue and constructive conflict with team members. This collaborative approach enables us as Adam Brooks (2023) stated in his LinkIn post, to uncover blind spots, consider diverse perspectives, and arrive at more robust solutions. However, it is crucial to establish mutual trust and provide a safe environment where every team member can freely express their thoughts without apprehension.

Leadership in all fields is a dynamic and evolving journey that requires us to embrace decisions through distributed and service leadership while nurturing empathy and care. Leading change in education involves empowering all stakeholders, fostering a culture of open dialogue and constructive conflict, and recognising that change is a continuous process. As we head out on this journey, we should keep in mind the wisdom of Margaret Mead, who recognised that a small group of dedicated individuals can indeed change the world. Her quote serves as a reminder that even in the most challenging times, the collective efforts of a passionate team can illuminate the path to a brighter future for both our students and staff.

I find educational leadership, particularly in the context of driving change, presents both challenges and rewards. By embracing collaboration, encouraging constructive conflict, and nurturing a safe and trusting environment, we can navigate the murky waters and follow the glimmers of light to achieve genuine progress and educational transformation for our students. In the end, it is through these collective efforts that we can make a lasting impact on the world of education.

Stay the Course!

References

• Anderson, N. R., & West, M. A. (1996). Innovation in organizations: A constructive conflict approach. Journal of Organizational Behavior, 17(1), 23-39.
• Brooks, A. (2023). Change Management. https://www.linkedin.com/posts/adam-brooks-a66087ab_changemanagement-leadership-activity-7104738036420145153-A9WI 
• Bryk, A. S., Schneider, B., & VanNieuwenhuizen, P. (2010). Trust in schools: A core resource for improvement. Educational Leadership, 67(6), 40-45.
• Covey, S. R. (1991). The seven habits of highly effective people. Provo, UT: Covey Leadership Center.
• Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of leadership education, 18(2).
• Ezard, T. (2021). Ferocious Warmth: School Leaders Who Inspire and Transform. Lightning Source Inc. 
• Fullan, M. (2007). Leading in a culture of change. Jossey-Bass.
• Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking skills and Creativity, 26, 140-153.
• Leithwood, K., Jantzi, D., & Mascall, B. (2006). Distributed leadership in schools: A review of research. Educational Administration Quarterly, 42(4), 549-576.
• Magiera, J. (2016). Courageous Edventures: Navigating Obstacles to Discover Classroom Innovation. Corwin Press.
• Rapti, D. (2013). School climate as an important component in school effectiveness. Academicus International Scientific Journal, 4(08), 110-125.
• Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. John Wiley & Sons.
• Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
• Thomas, G. (2023). Unlock the Hidden Leader: Become The Leader You Were Destined To Be. Independently published.
• West, M. A. (2002). Sparkling fountains or stagnant ponds: An integrative model of creativity and innovation implementation in work groups. Applied psychology, 51(3), 355-387.