Before Christmas, I saw this on Twitter, posted by Malarvilie Krishnasamy and originally produced by Chris Donnelly. 

There followed a series of observations about delegation, and I decided I would write a blog post on the subject in 2024.

I think delegation can be quite tricky.  When I became a Head of English, I inherited quite a challenging team – seven women, all older than me, three of whom, I now realise, were probably going through the menopause at that time.  (I knew very little about the menopause at the age of 31; I know a lot more about it now…)  Two of them had applied for the role, and were dealing with their disappointment at not being appointed.  One of them was quickly supportive of me; the other never quite forgave me…

I recognise, looking back, that I never really mastered the art of delegation during my four years in the role.  I am sure I was concerned that if I tried to delegate anything, someone would say, ‘That’s your job!’  I worked alongside my departmental colleagues, and supported them in anything they took on – drama productions, the English Society, a Year 9 Arts Festival, theatre trips.  I took responsibility for the School Magazine.  I opted to do GCSE examination marking, review panel work and when the National Curriculum Key Stage tests came in, I involved myself in those, too, feeling that all this experience would make me a better HoD.  I worked phenomenally hard.  I was also doing individual tuition and teaching A level to a night school class of adults for three hours on a Wednesday night.  I lived an hour’s drive from the school so spent two hours in the car every day.  But I don’t think I ever specifically delegated anything and asked the members of my team to take on particular tasks or responsibilities which would strengthen the department (and probably make my life a little less frenetic).  There was no official second in department, incidentally.

I realise that at no stage up to this point (I was appointed in the late 80s) had I had any kind of leadership training.  Perhaps if I had, delegation was something we might have considered, which could have given me some suggested strategies for how to do it and how to get it right.  I think the received wisdom at that time was that if you had enough about you to be a capable teacher of your subject, you had enough about you to work out how to lead a curricular team.  I think I DID work it out, but there was far more trial and error than there needed to be.  And, looking back, I cringe a little at some of the things I got wrong.  It’s one of the reasons I relish the leadership development work I currently do, especially with Middle Leaders.

Later in my career, as a Head of Sixth Form, working with a Deputy Head of Sixth Form and a team of tutors, and with a seat on the SLT at that school, I did embrace the art of delegation.  Certainly as a Deputy Head, and later a head, I saw that delegation was a key part of building the capacity of those I led, helping them to be their professional best, and to prepare for future career challenges.  It also strengthened the team and the school.  But I know that the inability, or unwillingness. to delegate when I was a Head of Department was a weakness, and probably indicated lack of courage on my part.

Lisa Kerr, the current head of Gordonstoun, said something in an online course on Preparing for Headship recently which really struck a chord.  She said, “As a head, only do what only you can do.”  I don’t think this means that others are actually incapable, but I think that what you choose to do should have increased value because the head is doing it.  Leaders make these judgment calls all the time.  I chose to teach every year when I was a head (just one lesson per week to each Year 7 class) – not because I was the best teacher in the department (I certainly wasn’t!) but in order to get to know the pupils (starting with all their names) and to build the most positive relationships with them.  It helped me to build relationships with their parents, too, and kept me grounded.  I chose to spend time with every family visiting the school on a working day because they were considering it for their child – and often they were touchingly grateful to have some of the head’s time.  In some cases this was the beginning of a long association with the school – what could be more important than investing in establishing that mutually respectful dynamic from their very first visit?  And I attended many extra-curricular events, went on trips and visits, supported the students and staff in a very wide range of activities beyond the school gates – because I wanted them to see that the head knew and valued how often they went above and beyond their contracted responsibilities, and I enjoyed the company of the staff and students.  These were examples, I thought, of things the head should do, rather than delegating them to others.

But why, and how, should we delegate?  These are my reflections for leaders:

1. Don’t simply delegate things you don’t want to do, either because you find them dull, or difficult
2. Delegate joyful, pleasurable things to your team, to give them a taste of the rewards of your leadership position, which you hope they may aspire to in time
3. Ensure delegation is fully discussed and properly negotiated beforehand.  There should be a clear indication of a timeframe, if relevant, and what you are hoping to achieve before you start.  All parties need to be clear about what is expected, including the degree of involvement or oversight you may need to have.  Don’t micromanage, but don’t neglect people either
4. Be fully aware of individuals’ strengths, skills and passions, and make the most of them.  Some of your team will be better than you are at certain things – that makes the team stronger, and is to be welcomed, not to feel threatened by.  Be open about it, and show faith in those to whom you’re delegating.  A phrase I quite often used was, ‘I trust your judgement’ (but never said it if I didn’t believe it!)
5. Recognise that in schools there are jobs we need to get done, but we should take every opportunity to build the confidence and capacity of those we lead in the process.  Don’t arrogantly assume that it’s quicker/better to do it yourself.  Recognise that a job may be completed perfectly well when done in a way you yourself might not have chosen.

Delegation is well worth doing, and it’s something we need to give thought and care to.  Get it right and you move forward, and build your team members in the process.

Thank you for reading.