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Accountability
Using the example of what we tell the doctor
when asked about our alcohol intake, Gomes
identifies difference between deliberately hiding
something from others and unconsciously hiding
something from ourselves
deliberately hiding something from others and unconsciously
hiding something from ourselves. The CIPD reports that less
experienced and untrained managers see themselves as more
competent in all aspects of being a manager than may be the
case. Earlier HR research has shown that core management
competencies can be taught, but mostly where learning
programmes contain elements of raising self-awareness, feedback
and hands-on experience. New managers are less likely to report
any difficulties in their job, while those managing people for a
period of between one and five years are the most concerned.
The confidence levels then seem to improve for managers with
five or more years of experience in their role. These findings may
be applicable to schoolteachers and other staff of varying levels of
experience both in professional and managerial roles, and could
be helpful to governors when reviewing individual performance
and development needs.
Whether duping ourselves or not, when we make judgments
about the behaviours of others which impact profoundly on the
lives of third parties, such as students and colleagues, we need to
be actively much more self-aware and develop within ourselves
more resilient judgment skills.
Citing the work of researchers Mercier and Sperber, Gomes
asserts that self-deception is an evolutionary trait, central to the
fight or flight response, that enables us to make rapid decisions
and argue our case. Unaware of our deception, we are free to
develop counter-arguments, unencumbered by the truth! The
‘unconscious bias’ in our decision-making has great significance
for both staff recruitment and appraisal in the way we gather
data and interpret them; distorting salient facts may increase
governance risk for the organisation.
I can summarise what I, as governor and HR specialist, take
away from all this. I need to:
1 identify with colleague governors and the CEO the medium
and short-term priorities for senior management in terms
of strategic and operational achievement. This includes
aspects of culture, ethos and employer values which, when
taken together deliver a stronger and more consistent
improvement in the student experience and achievement;
2 where priorities include operational targets and skills gaps,
agree with the CEO a ranking or weighting, given their
impact on the school as a whole;
3 explore with the CEO what the style of leadership is likely
to be, if necessary engaging external help to inform our
conversations about priorities and objectives;
4 identify and describe more clearly the management
behaviours that will lead to increased performance; agree
with the CEO how we measure performance against
expectations, mindful that poor data on performance
is likely to make it difficult for governors to address
management inconsistency;
5 identify with the CEO barriers to good management
behaviour that exist in the school structure or culture; if
difficult conversations, poor communications and conflict
inhibit good management; put in place measures to address
gaps in experience or leadership skill;
6 address unconscious bias and self-deception in me or the CEO
when discussing priorities and skills gaps, so minimising risk
by focusing on the right course of action; build a trusting and
open relationship so that we can both achieve.
Elaine Green is a governor at Leighton Park
School in Reading and the Education HR
Relationship Manager with Steeles Law
Solicitors. She worked for many years
as Director of HR in local government,
higher education and social housing. As an
independent HR specialist, she has advised
independent schools, academies and other
public sector and voluntary organisations.
She can be contacted on
egreen@steeleslaw.co.uk via the website
www.steeleslaw.co.uk or LinkedIn.
Summer 2014 | 49