"There has to be a better way..." it seems there is.

In the constantly evolving landscape of education, leaders frequently face unprecedented challenges—from navigating crises like pandemics and technological disruptions to managing increasing demands for equity and inclusion. Leaders generally understand that embracing uncertainty is a reality of their role and one that often brings daily surprises.

Brown (2018) suggests that nerve is shown not through winning or losing but by showing up when you have little control over the possible outcome. We have seen this in droves over the last several years. It is common for those in leadership to feel a sense of overwhelm when they experience a lack of control, a level of uncertainty, or unpredictability, followed by contemplating, "surely there has to be a better way." I know I have, many times over my educational leadership career. However, this simple question has driven me to a different level of curiosity—to conduct more research, read more widely, and even write my most recent book. What I have found is that, indeed, there is a better way—and it is not a radical or unconventional approach. It is as simple as moving the spotlight, adjusting our focus, and, most importantly, giving ourselves permission as leaders to do things a little differently tomorrow than we did today.

The Layers of Leadership

There is a great quote from one of the most memorable digital characters of our generation, Shrek, who said, "Ogres are like onions; onions have layers; ogres have layers." Let us interpret this poignant and timeless quote through the lens of leadership: "Leadership is like an onion; onions have layers; leadership has layers." Over my time as a school leader spanning more than a decade, I have observed that the "onion layers" of leadership continue to form and evolve. According to Google, onions average around 8-13 layers. The "leadership onion" I am referencing, however, has substantially more layers than a standard onion, and there seem to be more layers developing daily.

When we talk about layers, there are actually layers within layers in leadership. Simply writing that phrase can create a sense of overwhelm. However, sticking with the “leadership as an onion” analogy, we can avoid getting caught up in the daunting task of dealing with all the layers at once. Instead, we can pull these layers apart and look at them as parts of a holistic approach.

You might think, "Easier said than done, right?" Not necessarily. There is a better way, and as I mentioned above, it is as simple as adjusting how we approach, consider, and manage these layers. While unpacking this fully in a single article is nearly impossible, over my series titled "A Better Way of Leading," I will provide fragments—minor considerations or reflections on leadership—that can help us start adjusting our approach to leadership.

Captain of the Ship or Leader of the Ship

Today we are focusing on distinguishing between being the "Captain of the Ship" (a manager) and the "Leader of the Ship" (a leader). The terms "manager" and "leader" are often used interchangeably, but they serve slightly different roles in an organisation. Although it is occasionally suggested that ‘managers’ have no place in our system and can be ineffective in educational environments, we know the research supports the skills and capabilities of a leadership approach and the many high-level features that leadership brings with it. However, both roles have their place in what I refer to as the Leader’s Lunchbox. The Lunchbox is our box of wonderful, inspiring treats—or we might call them ‘strategies’—that we can take nibbles from to trial or grab the big guns out for an implementation process. Understanding which layers of our "leadership onion" require a management approach and which require leadership capabilities is essential to shifting the spotlight on how or why we approach an area of need while reducing the overwhelming layering effect of our many roles.

Let's start by sharing my brief explanation of the differences in management and leadership:

• Management: Focuses on processes, efficiency, and systems. Managers plan and organise strategic decisions and put processes in place to support the direction and focus on organisational goals. Managers excel at completing tasks, meeting deadlines, problem-solving, budgeting, policy development, and ensuring compliance.

Management Refined - focuses on getting tasks completed efficiently and effectively. These are often time-bound and require strong time management and organisational skills.

• Leadership: Often refers to those who are visionaries—those who inspire and motivate people to achieve a common set of goals. Leaders are people-oriented, focus on innovation, and have a future-focused approach to planning and thinking. Emotional intelligence plays a big part in leadership, along with challenging the status quo and encouraging appropriate risk-taking. Leaders are collaborative and drive growth and improvement by fostering a positive organisational culture.

Leadership Refined - focuses on people, is collaborative and facilitative, and directs and supports the implementation of common goals, visions, and values. Leadership acknowledges that people are complex and different; therefore, our approach must mirror the reality of the people we lead.

These descriptions are simplified and do not delve deeply into the extensive research behind management and leadership. However, the capabilities and skills listed under both are essential in leading a successful school or organisation. Goleman (2017) argues, “what distinguishes leaders is not simply IQ or technical skills, but emotional intelligence. This includes qualities like self-awareness, self-regulation, motivation, empathy, and social skill” (p. 43). This differs from the general definition of a manager’s approach.

I am not suggesting that the skills of a manager are more important than that of a leader; in fact, my work offers the completely opposite argument. Educational leaders are in a people-based business, and our human approach MUST be a priority. What I am suggesting is that we cannot pretend that the skills and dispositions discussed under the heading ‘Manager’ do not exist; we cannot ignore the fact it is part of our environments and must have a place in our Leaders Lunchbox.

Pick Apart Your Onion

As we have established, there are management and leadership requirements in every organisation to support ongoing and sustained improvement. Now, imagine you have picked apart the layers of your individual onion and spread the pieces across your desk. When the onion was whole, it was difficult to see the specific skills, capabilities, knowledge, attributes, dispositions, or approaches needed because everything was layered. As I mentioned earlier, there are often layers within layers. As more layers appear and we see this compounding effect of layer on top of layer, our cognitive load gets heavier, leading to potential overwhelm, overload, and, ultimately, burnout. Dweck (2016) suggests that “leadership is not just about having the right skills; it is about cultivating a growth mindset that encourages resilience, collaboration, and a commitment to continuous learning” (p. 238). A growth mindset is not exclusive to ‘leadership’; it is also essential for ‘management’. However, we need to understand and distinguish between both roles and particularly the uniqueness of these approaches.

Michael Michalko, a well-known "creativity expert," is often credited with saying, "Before you can think outside the box, you have to understand what is inside the box." For the purpose of this article, our proverbial "box" is our picked-apart onion layers—our roles, responsibilities, and accountabilities that we need to tackle as part of our daily routines and considerations.

Moving the Spotlight

To move the spotlight, we must think differently. What we are doing is compartmentalising our cognitive load, thereby alleviating the burden these layers occupy in our mental space. Therefore, if we understand when we need to activate a leadership approach for our people or get to work on management of our tasks, this can provide a level of comfort in the workload that is presenting at any one time.

Your Mini-Mission (Should You Choose to Accept It…)

Below is a mission to help you identify and label your layers. Once you know what your "box" looks like inside, you can start thinking beyond it. Kross (2021), in his book Chatter: The Voice in Our Head, Why It Matters, and How to Harness It, suggests a series of tools to support making sense of our thoughts, challenges, and focus. We look inward for support but often find the inner critic. One of the tools suggested is to create order in your environment. When we feel like we are losing some control, our thoughts, challenges, and problems become heavy and overwhelming. You can boost your sense of regaining control by organising your environment—or, in this case, organising your onion layers. Making lists and arranging things differently will support you in regaining a balanced approach.

Mini Mission:

1. Get a pack of sticky notes and list all the "things" you have on your mind currently (one area/thought per note). This could range from organising professional learning in staff meetings to addressing a parent complaint or handling student management, all the way to signing off on payments that have been waiting on your desk for days.
2. Organise your sticky notes into the following two categories: Is it a management task or a leadership matter?
3. Choose one sticky note that is currently at the forefront of your mind. Based on how you have categorised it, determine which skills you need to activate to complete this responsibility. Is it a management "task" that requires focused time to get done, or does it involve leadership, emotional intelligence, and consideration of the human element?
4. If you want an extension task, prioritise the sticky notes to complete the most important or cognitively heavy tasks first.

Reflection:

• Is your categorisation larger in one of the two categories (Management or Leadership)?
• Why do you think this is? (e.g., strength, avoidance, shallower skills/confidence in one area?)
• What do you need to shift to move the spotlight to a different way of leading?
• How can you intentionally organise your day/week so that you are leading more, managing less and having a greater impact on the people in your organisation?

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Conclusion

As educational leaders, we often find ourselves navigating through numerous layers of responsibilities that can be overwhelming. The metaphor of leadership as an onion serves as a useful tool to remind us that we can approach these layers one at a time. By distinguishing between management tasks and leadership roles, and by thoughtfully compartmentalising our responsibilities, making intentional lists, and adopting a purposeful approach, we can reduce cognitive overload and minimise the chances of overwhelm and possible burnout.

Insights from educational leadership research remind us of the importance of balancing strategic thinking with emotional intelligence. Leadership is not about having all the answers; it's about creating space for others to thrive and grow. When we shift our approach, give ourselves permission to rethink and recalibrate our strategies, and focus on the people we lead, we find that there is indeed a better way—a way that leads to sustained improvement and a more positive impact on our schools and communities. Hargreaves and Fullan (2012) contend, “The greatest reward in leading is not what you get but what you give. It’s about creating professional capital by investing in people and nurturing the collaborative spirit” (p. 152). There is a better way, but it starts with making small improvements and reflections on how you led today so you can lead better tomorrow.

Please reach out for further discussion on this or any of my other articles in the series A Better Way of Leading:

E: [email protected]

W: www.steventrotter.com.au

References

Adamson, A., & Jenson, V. (2001). Shrek. DreamWorks Distribution.

Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. Vermilion.

Dweck, C. S. (2016). Mindset: The new psychology of success. Ballantine Books.

Fullan, M., & Hargreaves, A. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Goleman, D. (2017). Emotional intelligence: Why it can matter more than IQ. Bloomsbury Publishing.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Kross, E. (2021). Chatter: The voice in our head, why it matters, and how to harness it. Crown Publishing Group.

Michalko, M. (2006). Thinkertoys: A handbook of creative-thinking techniques. Ten Speed Press.

Sinek, S. (2019). The infinite game. Penguin Books.