Page 10 - Leadership Basics 5

Withhold and Control

This strategy occurs when school leaders withhold information as a means of control.

‘Knowledge is power’ is the implicit value underlying this strategy. Communication is based on a
‘need to know’ (also known as the CIA method) basis which can mean, for example, that parents are
given as little information as possible about the ‘secret’ business of teaching and learning. What
information is released may also be hidden in jargon and edu‐speak.

Many professions do this to disempower the general public and hence preserve the myth or
legitimacy of the professional’s position of authority. Lawyers, IT consultants, academics (believe it
or not) and medical practitioners are renowned for it.

School leaders may also treat their staff in the same way, only giving certain teachers or certain
mid‐level leaders selected pieces of information, and not the ‘whole picture’. Such withholding of
information can be an attempt to enshrine the leader in a position of importance or power.

This may sound overly sinister, but in fact, many usually open and effective principals can find
themselves in situations where they may be tempted to withhold information from parents or
teachers. Such information may, for example, be related to information that will have a negative
impact on the image of the school if it is made publicly available. Similarly, principals may be
directed by Government or by Boards to withhold information in order to ‘control’ a situation.

Identify and Clarify

This occurs when a school leader’s communication strategy is to seek out and identify key
community issues and address these with as much efficacy as possible. For example; What do the
parents want to know? What information do staff need in order to be able to do their job
effectively?

This is NOT about withholding knowledge for power, but the belief that too much knowledge is just
too confusing and unnecessary, it is like background noise and clutter and gets in the way of ‘clear’
communication.

This strategy may include activities such as creating networks of close contacts who will keep the
school leader informed of what parents are thinking and what they want to know – to ‘keep their
finger on the pulse’.

For many principals the role of the mid‐level leader is to keep the principal informed of what
teachers are thinking and what they need in terms of information and what needs clarifying
(Remember to concept of Whistle‐Blower).

What issues need to be clarified? What problems are looming because of a lack of clear
communication? What position does the leader need to make ‘clear’ to everyone?

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