Five Ways to Spot a Dysfunctional SLT

A functional SLT is the bedrock of any school. Working and speaking with colleagues who work on leadership teams across the country, I have come to realise that many leaderships can often be highly dysfunctional and harm entire schools significantly.

In my reflective thinking about the culture created by such issues, I have been aided by the work of the brilliant Patrick Lencioni and in particular, his book ‘The Five Dysfunctions of a Team’.

1. Lack of trust

The first element of dysfunction in an ineffective team, as described by Lencioni, is the absence or loss of trust.

Trust is probably the element of effective teams which many of us would describe as the most important but how we understand trust should not be taken for granted. The examples are limitless and I am sure that we all have examples of manifestations that reflect lack of trust . One thing is for sure, without trust long term development of teams and effective culture is without a doubt impossible.

2. Lack of attention to team results

At the top of the pyramid-style conceptual framework, Lencioni highlights the lack of attention to results as a core failure of dysfunctional teams. That is not to say that individuals are not focussed on results, as many new wave senior leaders that are promoted quickly most definitely focussed on results.

Rather dysfunctional teams include and are often led by individuals that are more concerned with their own results, status and ego than the collective success of the team.

I have become concerned at a new style of headteacher who appears to enjoy 3-4 years of hype and apparent success before quickly vacating their position just before the bubble bursts.

Would there be a solution here?

3. Fear of conflict

Senior team meetings should be a time for the projection of new ideas, discussions based on improving outcomes for students and developing the craft of teaching across the school. This should include challenge and healthy conflict.

However, all too often in dysfunctional teams individuals can become passengers and offer little to the refinement of new ideas. Discussions can often become time for dysfunctional team members  to simply sit quietly and plan with whom they could form oppositional alliances at the conclusion of the meeting.

How to create constructive debate with these people?

4. Lack of commitment

With a fear of conflict exists silent opposition. Silent opposition is food for lack of commitment and ambiguity. If SLTs do not insist that all discussion is had in an open forum to voice concerns, share support and arrange future planning then this can lead to a lack of buy in.

When fear of failure or ridicule from colleagues grips a team, the urge to get out of the potentially difficult meetings can be like a tidal wave washing away any chance for productive discussion and destroying cohesive growth.

Lack of commitment, ambiguity and interpersonal avoidance are the enemy of positive cohesion in effective teams.

What to do?

5. Avoidance of accountability

In the absence of responsibility we must call upon accountability. I recognised the issue of accountability described by Lencioni as what is commonly referred to as ‘The blame game’. All too often when the pressure mounts up, too many people look left, right, up and down for someone or something to blame.

As soon as avoidance of accountability is accepted by leadership, it spreads like wildfire throughout any organisation.

What to do?

Lencioni’s work is a reminder that dysfunction amongst our teams can crush educational organisations. It is essential that the operation of any team, at all levels of school, is constantly reviewed to ensure it breathes life into the school and operates for the best interest of all involved.