Children's services leaders have to make important decisions every working day, so it is imperative senior managers identify the essential skills they need to lead their organisations most effectively.
The new Acas Framework for Effective Leadership was not designed with social care or children's services specifically in mind. It applies to all organisations. But I can't think of a setting where the "distributive model" of leadership resonates more strongly. In what other setting than children's social services, for example, are there so many leaders on the frontline making big decisions every day of their lives?
Professionals in children's services are role models for what it means to live the values, not just of an organisation but of society. Playing such an important leadership role, as many do, can be stressful, particularly when having to make unpopular decisions. Hopefully, our new model will help to remind people of some of the core skills they probably already have.
- We are all leaders. In many "non-customer facing" organisations, the quality of interactions between a line manager and their staff will determine how engaged and motivated people are. In social care, this relationship is key but - as Acas's experience and research tells us - leaders are not just those at the top of the organisational tree. In children's services, frontline staff represent their organisation and its values and often bear the brunt of criticism. Their efforts to build a rapport with service users also require leadership skills.
- Leadership style is personal. It is often said that "It's not what you do, but the way you do it". The way you do things is very personal to you but relies upon an appreciation of emotional intelligence, the ability to nurture trust and being okay with self-reflection - which inevitably involves constructive criticism. Even if you don't manage any members of staff, you do manage your emotions, and managing your emotions allows you to manage situations. Ask yourself: Do you routinely aim for "task completion" or do you aspire to transform behaviour or a situation? When did you last ask colleagues and mentors to critique your personal style?
- Take steps to promote a positive workplace culture. It would be great if all you needed to create an inclusive, fair and engaged workplace was to write a policy. But the world doesn't work like that.
When you walk into a workplace you often get a feel for the atmosphere. Often, the way people behave is based upon "unwritten rules". This is all well and good if the rules are based upon the right values, but workplace culture can turn "toxic" all too easily. Recent history tells us that we have a problem with behaviour at work.
Different sectors are affected in different ways. Parts of the NHS, for example, have reported problems with bullying and the entertainment industry is having to face up to numerous allegations of sexual harassment. You can conduct a quick "toxicity test" of your workplace by looking at absence levels, turnover rates and engagement scores. But senior leaders also need to be proactive about addressing issues such as the gender pay gap. - Good leaders are good listeners. You can talk but can you listen? Being a skilled communicator is one of those perennial "must haves" for all good leaders. We all think we are strong in this area yet in too many workplaces, the more senior you are, the more talking you do and, by implication, the less listening. An "open door" policy doesn't mean very much if senior managers are always in meetings or on the phone.
For professionals working in children's services, active listening is a leadership skill you can't manage without. It doesn't matter how well you convey the decision you have made, if you don't give the clear sense that you have heard the concerns of staff and service users, you won't be trusted. Communication is a broad term that also encompasses many more subtle skills that involve influencing, liaising and engaging with colleagues and stakeholders, both internally and externally. - Ensure you are on top of the "big" workplace issues. In any organisation, leaders need to have a reasonable understanding of what Acas refers to as the "big four workplace issues" - absence, discipline and grievances, staff wellbeing and performance. Good absence management includes looking at absence trends and identifying any "hot spots". There should be clear "trigger points" for taking action and it is important to hold return-to-work interviews when staff come back.
Dealing with disciplinary matters and grievances is one of the most challenging aspects of leadership. Addressing potential conflict early on is key. Acas has set out minimum standards in our Code of Practice on Disciplinary and Grievance Procedures. In looking at staff wellbeing, managers need to appreciate the increasing overlap between work and home life. Do you have a strategy for promoting wellbeing and fighting the stigma around mental health, and do leaders at all levels act as champions? Finally, when it comes to performance, do you understand the difference between performance, capability and conduct? It is important to have regular one-to-ones with staff and consider individual development and training needs.
Acas's leadership framework and other guidance and resources can be found at www.acas.org.uk
