SUSIE FRASER, DIRECTOR OF MANCHESTER COMMUNICATION RESEARCH SCHOOL, CONSIDERS SOME OF THE ACTIONS AND HABITS THAT CAN SUPPORT LEADERS TO ADOPT THE BEHAVIOURS THAT DRIVE EFFECTIVE IMPLEMENTATION.

It has been an exciting few months for The Research School Network as we prepared for the release of the EEF’s updated guidance for schools on effective implementation. We know that the previous guidance was familiar to many school leaders and has been integral to school improvement. The improved guidance did not disappoint and has provided schools with a more nuanced understanding of how to do implementation well.

One of the most prominent messages of the updated guidance is the focus on effective implementation being a social and collaborative process. Recommendation 1 suggests that leaders ​‘adopt the behaviours that drive effective implementation.’ This recommendation goes further by outlining the behaviours that are necessary:

We know that it is important for people to feel part of the process and to know that their views, ideas and perspectives have been listened to. Where this is done well, people are more likely to value the process of implementation and ultimately be more likely to engage with and support the change that is being implemented.

This should be a collaborative process but should not be devoid of leadership that communicates the direction of travel. This balance can be tricky for leaders: create the conditions for collaboration and actively seek perspectives of a range of stakeholders whilst still steering towards the ultimate goal and keeping the process on track.

One way in which this can be achieved by leaders, is to intentionally plan and think carefully about the communication channels and methods that will be important throughout the implementation process, but also the purpose of all communication to stakeholders.

Dedicating time to this planning during the early stages of implementation can help leaders to consider the balance of providing new information and new expectations with encouraging feedback and motivating staff. This planned journey of communication can keep vision at the forefront of discussions and can support the sense of being involved in a powerful, collective effort.

These communications can then also be crafted to include opportunities to develop all three of the identified behaviours: Engage, unite and reflect. If this is planned from the outset, then leaders can maintain the focus on the main thing as well as ensuring there is an appropriate amount of time for stakeholders to share their views, unite around the shared vision and values, reflect and monitor during the deliver and sustain stage of the process and continue to contribute to the conversation to ensure any appropriate adaptations are made.

Communication is an essential leadership quality. Whilst it was implicit in the previous guidance, recommendation 1 in this guidance more explicitly highlights the importance of implementation being a collaborative process. Consequently, there is a greater nudge towards taking the steps to build an effective habit that focuses on communication so that the process of implementation is effective. This will support leaders in adopting the behaviours that drive effective implementation.