'Labels on boxes' - how it all began...

We all have a moment that can change us.

During this moment it could change the way in which we work, act or even the way in which we think and what we believe. It could be a gradual change over time, or a sudden impact related to a conversation, emotion or experience.

This is the moment that changed the way I thought about working with others.

I had just embarked on a new adventure to join a school and start afresh. I was enjoying the summer holidays and remember clearly that it was a very hot day. I was out for lunch, planning where to explore in this new city, enjoying a ‘house’ lemonade that was served packed with fruit. My phone rang.

A previous school had asked me to help. This request involved travelling back to school to assist with the exam results day, downloading the exams data, preparing the analysis and creating all information/headline figures for the meeting the next day. The member of staff who had taken over this was unable to lead this. I can’t explain how much of an inconvenience this was as I wasn’t even in the same country.

I flew back the next day.

Working under pressure in a team

Upon arrival I experienced a strange feeling. A relief that finally some help had arrived to lead the following 3 days but then an overwhelming pressure to make sure that everything was completed. I could feel the stress and tension rising.

This was a high-pressured task, with a few unknowns and a tight deadline for the team. The outcome was objective and there was little room for error. I was expected to make sure that this all went well. That nervous, energy is a nice feeling when people welcome you but underneath you can feel the anxiety, unease and concern about a very important situation.

Calming the situation

“The key to successful leadership today is influence not authority.” - Kenneth Blanchard

I was in the office and people came in expecting something, all staff with different skills, roles and experience. This is when I thought of ‘Labels on boxes’.

I picked up a board marker and wrote on the whiteboard the following (Identifying the requirements):

• 10 Chairs

• 10 Desks

• 10 Tutor group signs (Printed A4)

• 10 Printer boxes

• Labels on boxes

Create a plan and communicate this effectively

This plan is actionable and measurable. Suddenly 3 or 4 staff started to help out and prepare the desks, set up and structure for the handing out of the exam results. This wasn’t for 24 hours, it wasn’t a priority or needed to be planned but it calmed everyone down. The hall was being set up. The staff had a plan, clear instructions to follow and all pulled together. They were amazing with how committed and caring they were/are to the school. The team started to work through the tasks and progress was evident. So the plan had started.

“Those who plan do better than those who do not plan, even though they rarely stick to their plan.” –  Winston Churchill

As I then logged into the analysis software, uploaded the results, changed the reports to create the data I could feel that the team were all working efficiently together. The next tasks including preparing the data, deeper analysis and headlines were added to the board.

Quick wins

The first steps remained and these were ‘ticked off’. This gave a sense of satisfaction, quick wins if you like. I thanked the staff, they were incredible to work with at the speed, professionalism and intensity during this situation.

I have reflected on this quite a bit. I enjoy working to a list, to a structure, keeping things simple. All of the ‘great’ advice that you have had over the years is linked to ‘labels on boxes’. Making the team come together, valuing the details and making sure that everyone can see the plan of what is required. Something so simple is yet so effective. The theory is quite common and can be linked to many examples. The plan wasn’t hidden away in my head, the stages were ‘on the board’.

Thanks for the feedback

Even though there were a hundred steps to complete on the analysis, software and presentation of the results, it gave us a positive start. Constant feedback and communication facilitated this time-bonded situation.

“Good leaders do not take on all the work themselves; neither do they take all the credit.” – Woody Williams

My takeaway from this experience has changed the way in which I approach tasks, long term projects and change projects at school. It includes valuing the following:

• Positive interactions with staff

• Keeping calm under pressure

• Do the simple things every day and do them well

• Create a plan and share it

• Celebrate the 'quick wins'

• Give others the praise and take on the tough decisions and feedback yourself as a leader

• Look after the details and don't get complacent

• Be humble, demonstrate empathy and develop emotional intelligence

Be positive, calm and professional.

The structure of the process included the steps below:

1. Calm Climate (Reassure, identify and gather data)

2. Establish a Vision (Are you solving the problem?)

3. Identify clear Goals (Actionable and Measurable)

4. Communication of the plan (Accessible, use all available skills, teams and make people feel valued).

5. Positive Feedback (Clear, accurate and specific quick wins, not generic)

6. Remove any Barriers for the team (Team before the leader)

7. Draw Lines (Celebrate achievements and milestones)

My moment of ‘labels on boxes’, I flew home the next day and truly appreciated the experience.

Published by Paul Walton. @paultwalton

Principal, Educator, Leadership Coach.