As parents and educators, we know there’s a balance when working with those who may depend upon us. We want to be their friends, but that’s not our only role. There is a boundary — the hardest one to find — between being a friend and being an effective role model and guide.
The same is true with Boards and governance. It’s not necessarily about being liked, it’s about being effective.
While my most recent experience is as a Trustee with the West Vancouver Board of Education, my comments are applicable to Boards in general. I also don’t claim to have answers nor have I conducted exhaustive research; these are personal reflections.
It may be important for Boards and the senior teams they work with to have their goals and objectives align, but this doesn’t always mean their interests are the same. So while mutual support and consideration are essential ingredients for long-term success, there has to be an acknowledgement that consensus is not the same as agreement. Opposition and conflict are not always signs of dysfunction and elements of both can lead to better decision-making because conformity and complacency, in my opinion, are greater dangers.
A quick Google search turned up this provocative article from the Harvard Business Review which points to weaknesses in our notions about teams and stresses the importance of asking questions. I always find it perplexing that we stress the importance of critical thinking skills in twenty-first century learning and yet have trouble with the actual application of such skills in the workplace. To me, a successful Board is one which makes its safe for questions to be asked (easy questions, tough questions, ridiculous questions, any kind of question) because that is a Board which values knowing over guessing, inquiry over a lack of curiousity, and due diligence over acceptance.
Perhaps the most challenging part of being on any Board today is the way in which information circulates. Correspondence is rarely two ways — it’s multi-directional — and the speed at which we communicate has accelerated. It’s so important to get a good grasp on how communications and correspondence will be managed, but it’s also critical, in my opinion, to recognize that managing the process of being responsive is not about shutting down voices. It then becomes an issue of how to set up an effective system which is timely, efficient, and allows for diversity in who speaks on what and when. The tendency, as we can see in federal and provincial politics, is to centralize the message and if you’re like me, you can see that it works, but at a cost to democratic representation.
Boards also need to know more than what they are told they need to know. As is true in education, it’s not about spoon feeding content, but about engagement and broadening horizons. It’s also important to remember who makes up a Board’s constituency. In a complex field such as education for example, it’s not just about the Trustees around the table nor the team in the School Board office nor the administration group in a school, it’s about all of these and it’s also about parents, students, employees, teachers, the community, and more.
It’s not easy being on a Board just as it’s not easy being a parent or an educator. And it’s never about finding the easy way of doing things.
It’s about recognizing boundaries and making sure they never turn into untraversable moats.