Wouldn’t it be wonderful when people would actually do what you tell them to do? Well, of course not. It may be a leadership sigh or wishful dream but ultimately it would turn against an effective change. Frankly, it’s impossible to yell your way to success. So, what would it take going together into a desired direction? Is it perhaps by the People’s Will, establishing a kind of populist social contract (what Rousseau -1- had in mind in his version of democracy)? That would essentially mean a ruling of the loudest voices. Or is it better to call in Leviathan in an effort to silence voices and follow the leader for the benefit and safeguard of all (2). The ancient citizens of Athens knew it could be beneficial to have a dictator from time to time to clear the skies. To run a country or a school for that matter requires a careful way of influencing people for the benefit of all – it is a leadership obligation and a responsibility to which they are accountable. Some leaders are good at influencing people and others are simply appalling. Now, book shelves cannot hold the weight of books on leadership and how to get things done, but still it is energizing to keep the key message flourishing: it is all about how to influence people.
A study on leadership styles in different school settings showed some nice examples of what can happen with certain ways of influencing on actual change in teachers. It turned out that informing the thinking and sharing the practice of others were essential. That is to say: through conversation among members explicate and discuss to convince the ‘other’ of the worth of a proposed change. This led the authors to make a distinction between ‘influencing’ and ‘change’ in which influencing is open and transcending, and precedes change of actions. A stress on change without influencing would be really counterproductive.
But often leaders forget this simple message in a hurry to ‘accomplish things’; alas, a ‘first things first’ mentality will get you nowhere (3). Reinterpreting the outcomes of the study one could point to the real meaning of ‘leading’ which is counter to a rushing towards some end but instead far more a ‘shepherding’ of participants to get somewhere together. Put differently, it not so much ‘messaging’ what makes a good leader but ‘assessing opportunities’ to make headway.
The teacher leadership process: Attempting change within embedded systems Kristy S. Cooper, Randi N. Stanulis, Susan K. Brondyk, Erica R. Hamilton, Michael Macaluso, Jessica A. Meier Journal of Educational Change (2016) 17:85–113