RIGSS Day 3: A LEADERSHIP PROFESSIONALISM – What and How of why leaders must transform first.

 This is a reflective journal, and not so much of a transcription of the session. Whatever quotations are marked, are those which are conversational presentation acknowledged to provide meaningful connection to the session taken through by Dasho Chewang Rinzin on 18^th August morning session. I assume that this blog will be able to provide me prompt to guide in my leadership services.

“Transformation is not reserved for any age group; anyone transform any time. Some can transform dramatically even by few words of inspiration.” Dasho Chewang Rinzin, Director RIGSS, said. This is one reason with which school leaders are offered two weeks of training at RIGSS on Leadership Development programme. The vision from the Golden Throne is clear, that if education reform has to be begun, it must be by transforming, inspiring, providing new direction to school leaders first. Where can be the best place, where can we get deeply motivated, where can we learn the optimum, if not at Royal Institute of Governance and Strategic Studies? This is not just a learning journey, but also a Royal Gift, a trust, a hope, that each of us will make differences hereon.

This aspiration must begin from how we understand, engage and align school vision to the larger vision of the country. School vision must be ‘palatable for others’ and everyone ‘should be able to comprehend it.’ It is important that we give importance to small parts to remain on the footpath of our vision. A grand vision inscribed on the wall is not enough; what we do everyday must be to live by that vision. Dasho said that, “Visions are always a work in progress. It is important to see the larger vision from where you are. Do not see your job as what you are doing; connect to the larger vision.” This means, every small things we do are parts that contribute towards our goals of gross National Happiness. The visions are measures by which we practice professionalism as a professional. What can be a professional?

According to Duane Windsor, Professor of Management, RICE University, USA, Professionalism is “Adherence to a code of conduct appropriate to a profession and defining virtuous behavior of a professional in terms of what to do and what not to do.” Because exuding characteristics of professionalism is living not only by virtues and morality but also fulfilling the responsibilities in accordance to the ethical conduct and statutes within the organisation, it demands, courage, focus and unwavering loyalty. Often ‘bureaucracy is a hindrance to progress’ but we cannot excuse the limitations. Like Arun Kapur said, “there are many things we can do that do not need consent, appraisal or resources.” There are ways to negotiate, way to place service before excuses for a professional, and school leaders as one of the most critical leader in education system cannot compromise on professionalism.

Dasho Chewang Rinzin introduced seven ways to building professionalism that are significant to school leaders. With Royal Kasho weighing to reform education, it is only relevant that school leader transform in their leadership behaviour, services and practices. Our students should emulate virtues of our principals, and principals should be able to imbibe virtues into the students. It is important that we “ tell our children to work hard to serve our king, country and people. Children must be able to envision the greater vision.” Dasho remarked, reminding us that this age old expectation must be taught this way.

“Each child has a possibility to attain the clearer and bluer sky, and this is possible by guiding them right.” The attainment of blue sky represents the overcoming of clouds, the clouds of confusion, illusion and derangement from becoming educated well due to lack of pilots. These pilots are school leaders, the teachers in the schools.

I assume that the 11,000 teachers in schools would make a greater impact in fulfilling the national aspirations, than rest of the 20,000 civil servants would for the future. There is no room for any failure. The brunt of our leadership inaptitude to display excellence in knowledge and skill, service and sacrifices undoubtedly will have a long term shortcomings on the performance of our future leaders. We cannot blame education quality on any one, but to the school leaders.

1. Specialised knowledge:

While we may contend that every teacher can be a school leader and learn by experience, relevant and high standard of qualification and rigorous and regular training is fundamental to performance of a leader. A leader must grow, must remain update and relevant to the needs of the growing challenges of the century.  A Singaporean research paper reveals that we must ‘devote 80% of our reading time to read subject related to our profession.’ But do we read? Some principal perhaps never read and all he knows is all he has learnt in years. “It is not only about degrees, it is about how much you know about your trade.” Dasho highlighted the importance of the demand nation places upon us as school leaders.

2. Competency-Knowledge & Skill)

This is referred to requirement of ‘knowledge and ability to get the job done, and ability to find solution to problems.” A leader must be able to manage information and expectations of those we serve and to the purpose we serve. Managing information and fulfilling expectation require a balance of knowledge and work skill, and neither of these are grow by experience. When we are competent at our task, we gain confidence; we become reliable and trust worthy to shoulder greater responsibilities. Our competency is the measure of our difference in how we perform. When we don’t have competency in knowledge and skill, we ‘get creative at making excuses,’ often blaming others and situations. We know we have difficulty putting thoughts into right speech and words, and we are told through many training how we must improve, but do we? Even leaders fail to make efforts at relearning to become better.

3. Conscientiousness- A sense of loyalty and commitment

A leader displays heightened ‘sense of duty and responsibility,’ with clarity of direction and purpose at everything we do. The standard of performance is set very high. We cannot compromise on quality of our thoughts and character. As principal, an example of knowledge and skill to manage and guide teachers and students, our spoken language should be fluent and flawless, both in Dzongkha and English. “ His Majesty the King cautioned that “ We cannot give what we don’t have.” Our writings must prove the quality of leaders we are, our services and versatility in administrative services, in prosocial interactions must be nothing less than an inspiration. Dasho adds that leaders must be “industrious and organised, and must be able to plan and prioritise” in our professional duties.

4. Striving for Excellence

“ As a country, we must continue to focus on the pursuit of higher standards. Whatever we do, we have to strive for excellence. I always say, good is not good enough. It is simple but an effective.” A quote from the 11^th Convocation of RUB, addressed by His majesty the King on 7^th June 2017.
Can there be any lesser reason why each of us as school teacher, more so as principal, should not drive towards excellence in whatever we do? Dasho Chewang Rinzin suggests that, we must keep on reminding our teachers and teacher remind students constantly on the pursuit for excellence for whatever we do. “We must talk during geography class, we must talk during mathematics class, at playgrounds and prayerhalls...” Dasho encourages that excellence must be encouraged in all areas of study and play. There must be no room for ignorance and somewhat okey. One western song lyrics writes that, ‘anything less than the best is felony.’ Who becomes a felony if students fail to perform?

5. Honesty and Integrity

One of the virtues a leader must embody is honesty and trust worthiness. These are virtues that are imbibed by others through our actions. We cannot compromise on values; we must be ready to learn what we don’t know and build trust by keeping promise. We must know that there is no need for anyone to watch over us to perform things right. Dasho says, “ There is always someone watching you, and that is you. You know better than anyone what is right or wrong. Leaders must not only look from the balcony but also from the dance floor.”  Dasho’s examples of integrity is similar to poem by English Poet Rudyand Kipling, that says ‘if we can walk with kings and not lose the common touch..’ which relates how we must remain connected to our teachers and support staff, and even accessible to students.  “He must understand what a view is like from a maruti car window, not only from a Prado car.” This was a humble example Dasho proposes to us.

5. Accountability

It is about ‘taking charge, making decisions and being able to risk’ for greater benefit without fear or favour. A leader must be able to own the outcomes of his actions, even of those below him. We should be answerable to call of the hour. We must be able to make decisions and also explain with humility and sincerity the circumstance surrounding the actions.

6. Self-regulations

This quality relates to the idea of ‘Leadership of the Self,’ as in being able to manage our emotions, maintaining our calmness against any adversities. A true leader does not lose hope and courage, rather he is able to perform use pressure. What differentiates a leader from other is the marriage of virtue of resilience and wisdom that displays humility and empathy when challenges are unforgiving. Leadership is not a title of pride and source of but responsibility to services.

7. Appropriateness-Looking the part

Dasho explained with a beautiful, yet relevant example of actor Gyem Dorji acting different roles. Gyem Dorji is able to embody and emulate any roles he takes like he is that person at that moment. That is appropriateness, and that is what makes him appropriate to the role he takes. Similarly, as a leader our appropriateness can be from our physical “presentation, exuding air of confidence and appearing respectable.” We must be the example we want to see in others. The appropriateness of knowledge, skill, experience and presentation is the totality of characteristics that will build ‘moral authority’ which creates an aura of a good leader.

Dasho shares a example of a pilot in a question; “Would you feel safe to fly a plane if pilots walk to the airplane with a rockstar dress, coloured hair, unkempt, torn jeans and high boots, and perhaps with a cigarette in his finger?” The humour tells us how important it is to exude respectability, authority and self-esteem.

 
 
 
 
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