I enjoyed this recent article in TES, by David Tuck, Head of History and Politics at Harrow International School, Hong Kong: https://www.tes.com/magazine/leadership/staff-management/3-benefits-reverse-mentoring. David explains the power of ‘reverse mentoring’, where the mentor/mentee relationship doesn’t automatically depend on line management or seniority; anyone can benefit from being mentored by someone who is at an earlier stage in their professional journey. Experienced teachers and leaders should, David suggests, be open-minded and receptive about what they can learn from the insights of those who may be in some respects ‘junior’ to them.
This made me thoughtful. I remember hearing Dylan Wiliam speak at a Conference some years ago, where he talked about the benefits of working AS a team, rather than simply working IN a team – he acknowledged that he was quoting Robert Slavin. I use this phrase frequently in my work with aspiring and serving leaders at all levels. If leaders believe that they are the ones who should always supply all the ideas and every solution, they are missing the point. No one has a monopoly on initiatives and problem-solving. As a leader, your role is to co-ordinate the efforts and energies of others so that the whole is greater than the sum of its parts – the team is stronger because you make the most of the complementary strengths and talents of every member of the group. In the process, you build the capacity and confidence of those you lead, and may prepare them for future leadership responsibility themselves.
I remembered the findings of Google’s ‘Project Aristotle’, which took its name from that phrase, ‘the whole is greater than the sum of its parts’. The project investigated what made teams successful, concluding that a strong team is not merely composed of talented, committed individuals. Whether the team works effectively depends on the dynamic between the team members and how well they work together – whether, in fact, they work ‘as’ a team, in Wiliam’s/Slavin’s words. This requires, among other things, a strong sense of ‘psychological safety’ – a term initially coined by the wonderful Amy Edmondson, and much used since. How well a team is led is crucial. If you want to read more about successful teamwork, I strongly recommend Sam Crome’s book, ‘The Power of Teams’: https://www.hachette.co.uk/titles/samuel-crome/the-power-of-teams-how-to-create-and-lead-thriving-school-teams/9781915261649/
I understand that, as David Tuck says, “It can be uncomfortable at times to admit that you don’t know everything after years of working in the role, but if you leave your ego at home and are open to insights on new trends, ideas and perspectives, reverse mentoring can be an invaluable resource.”
Experience is important, I know. This week, in the TES interview about leadership with Michael Wilshaw, former head and former HMCI, I was struck by the words: “It’s absolutely imperative to have experience before headship, to go up through the rungs of the leadership ladder before the top job. You learn so much on the way, particularly the importance of constant self-evaluation.”
I posted this on LinkedIn, and added my thoughts – that I was a far better head because of the 20 years’ leadership experience that led up to that point: as a pastoral Middle Leader, second in department and then a Head of Department, a Head of Section and finally a deputy head. This post has generated the highest number of reactions, comments and reposts than I’ve ever had, I think, so it obviously struck a chord! I do understand that experience gives you credibility – as a teacher and as a leader – but that isn’t to say that, however senior you are, you shouldn’t be willing to learn from those at a different point in their career. Again, to quote David Tuck: “The biggest trap experienced colleagues can fall into is believing we have all the answers and considering ourselves finished products. Hierarchical school structures can exacerbate this, making it harder for less experienced teachers to share insights or challenge outdated practices.”
Perhaps we should all try ‘reverse mentoring’ in the new academic year?
What do you think?
Thanks for reading.
Photo credit: Gemini
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