Fewer things in greater depth
‘Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius—and a lot of courage—to move in the opposite direction.’
- E. F. Schumacher
Thoughtful leaders working to create the conditions for high challenge and low threat know that in order to make a difference they have to focus on fewer things in greater depth. This is incredibly difficult in schools which have intense schedules, unexpected challenges and sometimes crises. But this is no different from any other profession or business. Stuff sometimes gets in the way. That’s how life is. But while these are inescapable facts of life and work top leaders keep their heads clear of unnecessary stuff and keep their eyes on the ball. They know the core business of what they are about and they keep their eye on the main goal.
Einstein said that everything should be made as simple as possible, but not simpler. Top leaders invest time in thinking and talking about what the main purpose of their work is. They describe the conditions they want themselves and others to work in and the core results they want to see. So, this is linked to two main things: the conditions in which we work and the main work to be done.
Top leaders make sure that the conditions are right to achieve the goals agreed. Conditions are the space both physical and psychological in which the work takes place. To take the physical first. They know that necessary conditions mean order and simplicity. Overcrowded desks, overcrowded room with stuff which does not serve the core purpose are a distraction. They start by taking a hard look at their surroundings. This is not about high levels of spend on beautiful buildings and expensive gadgets. It’s about the principles of design which value clarity and grace over disorder and chaos. They start with themselves and their own workspace. They take a hard look at everything in their room and ask themselves, ’Is this fit for purpose? what is it doing here? where did I last use it? How likely am I to use it again? ‘And anything which does not fit, goes either in the skip, or out of sight. Clear workspaces support clear thinking. Then they take a look at the wider school, the corridors, the shared spaces, the hall, and also behind the scenes. They make sure that there is no unnecessary stuff anywhere. So, none of the remnants from last year’s show lying gathering dust at the side of the stage. Beyond a health and safety hazard this sends out the message that clarity and order don't matter.
They encourage colleagues to do the same exercise in their classrooms and workspaces. Why is stuff on the floor? Why are those old resources gathering dust? They are getting in the way of the important stuff which needs both a physical and mental spring clean.
This is not about some regimented cold regime. It is about sending a clear message to ourselves, our colleagues and our subconscious that clarity and simplicity matter. We can get attached to things. But if we are never likely to use them again, why are we keeping them? Anyone who has done this work whether at home or work and has loaded stuff into a skip or a rubbish bin will know the deep satisfaction which comes from getting rid of unnecessary stuff.
Importantly however, once leaders have done this for themselves and they encourage others to do the same. This can’t be forced, people have to engage with it willingly, but they will understand the difference it makes when they have done it. We feel lighter, more energetic and have more clarity and optimism. But this doesn't all have to be done by one individual on their own. Top leaders who think this is important give time for this to be done on a regular basis. And they make it clear that its ok to get students involved as well. Many hands make light work and the role of students in keeping classrooms and workspaces fit for purpose is an important lesson for their own lives. Thoughtful leaders know how to make this work rewarding and satisfying. Once the big clear out has happened, it is much easier to keep on top of things. It is easier to notice when things are going astray, getting messy and sorting them quickly. It is harder to do this against an already messy backdrop. The bottom line here is to consider having fewer things and making good use of the things we do. And for those worried about never being able to replace the things they throw away accidentally, well it is always possible to replace them and most of them can be found on the internet.
When it comes to the psychological as opposed to the physical aspects of this way of working - fewer things in greater depth, the same principles apply. Thinking about organising meetings, it is worth considering Mark Zuckerberg’s two principles for meetings – the papers for discussion circulated in advance and asking the question at the start of each meeting - are we here to have a discussion or make a decision? That sorts the wood from the trees. This way of working means there is more chance of being consistent in making sure that the top priorities for school improvement are at the top of every agenda. The admin stuff takes second place. Because the admin always gets done, but it should never trump the hard stuff of keeping the improvement priorities at the forefront of the business. And this applies to any business, not just education. Those companies and organisations which thrive keep the main thing the main thing. They allow no distractions. They make sure ask questions at the start of a meeting - what difference have we made to learning or the school improvement priorities since we last met? And leaders start with themselves. Because it is always modelled from the top. What they know is that the ease and grace and deep satisfaction that comes from working in this way is worth it. It is invigorating, exciting and is much, much easier to see the work both as it is achieved and the pathway ahead.