Skip to main content

Sharing information: One of the key components of organisational success


Being in a position of leadership in an organisation is being in a group, an “in-group”, that is, a group which some of those on the outside perceive as being desirable, one that they would give anything to be a part of, one whose status is elevated.

While some of those on the outside of this group, that is the “out-group” are longing to take their place in this “in-group”, many of those who have found themselves in this group keep on devising ways to maintain their position and to keep subordinates firmly in their subordinate position.

The problem with this behaviour is that the goals of the organisation will not be fully met if there is a gap in the organisation which subordinates perceive is being deliberately constructed by leadership in order to keep the two groups from developing any sort of group identity. This is a problem which is compounded by the animosity towards and distrust of leadership which usually ensue in situations like these. Since all members in the organisation are supposed to be working to achieve the objectives of the organisation in a spirit of interdependence, with the leadership leading the process, the absence of this interdependence, the absence of the necessary camaraderie and trust will make the achievement of the objectives of the organisation an uphill task.

 At the heart of this leading should be the ability and willingness on the part of the leadership to effectively communicate the organisation’s mission and goals, the strategy or strategies for achieving them, providing updates on the result of effort expended at different stages and to motivate the led towards greater effort than previously expended.

However, in the “in-group” of leadership, information becomes a most valuable resource. Information is power. It is the group’s source of authority. Therefore, this information is held very “close to the chest”. It is shared reluctantly and not in its entirety. It seems that persons in this group believe that in sharing information with subordinates they will erode their authority.

When the group underperforms, leadership apportions blame, but only to subordinates. When performance improves leadership takes most of the credit.

For persons who are committed to the organisations of which they are a part and display this commitment by carrying out their duties well, this attitude on the part of leadership is a source of frustration. And it is one of the major reasons why many persons in organisations either opt out mentally or physically from the organisation.

To get the best from members of the organisation, those in positions of leadership have to be willing to control their egos. They can enjoy the satisfaction of their elevated status without treating those whom they lead as unimportant cogs in the machinery of the organisation. Being transparent by sharing information is a good start and nothing says respect more than that.

Popular posts from this blog

Teachers: 3 Powerful Lessons That You Learn From Teaching

Teachers, I know that sometimes people who do not work in the education system make you feel unappreciated after you put so much time and effort into helping your students learn as much as they can from their schooling, while you, in turn, learn much from the experience, developing your skills set. As a teacher with more than 25 years in the classroom, I understand exactly how you feel.
Dr. Paul Semendinger, an educator, understands the need that teachers have to be appreciated and he shares this understanding in an article on Edutopia titled, What makes a teacher special?
Dr. Semendinger in a previous role as principal of a school asked students and other stakeholders of his school to nominate a teacher for the award of teacher of the week, citing a reason for nominating the teacher. The students' responses clearly show the central place that teachers have in their lives.
Here are some of the reasons the students gave for nominating a teacher: the teacher is 'kind and helpf…

New year, same challenges in the education sector, Part 4

Performance of principals What is the major challenge that principals of schools in the education system face in raising the levels of performance in their schools? The major challenge that many of them face is to motivate students, teachers, administrative and ancillary staff to raise their levels of performance. This is a major challenge for principals since they do not all have the same 'winning' personality and level of resources with which to work.

Students, teachers and other workers take their places in schools knowing quite well the reputation of these schools in terms of their performance and the perception that society has of these schools. For example,  some schools enjoy a good reputation based on any or all of the following: their location in the society, their histories, the reputation of their principals,  the performance of their students on examinations which, in turn, cast the teachers' performance in either a good or a bad light, the support that the sch…

Teachers: 4 Tips to Help you Maintain your mental health in your teaching job

The teacher is sometimes maligned, a few times for good reasons, but most of the times the teacher is unjustly targeted because those persons who cast aspersions at the teacher and the job of teaching are not fully aware of the complexities of the job and the challenges that the teacher faces in navigating these complexities.

Having been a teacher for more than twenty five years and having taught in a number of countries, I have garnered some insights into the nature of the teacher and the job of teaching. I have shared these insights in a new book, The Teacher's Gift.

One facet of the teacher that I have explored in a number of chapters in this book is her mental health and how she can maintain her mental health, in spite of all the challenges that she has to navigate on the job. Here is one chapter of this book.

Maintaining her mental health 3 – tempering her expectations of her students
One way that the teacher maintains her mental health is by tempering her expectations of her…