Laura Williams

Category: CPD

  • Top Tips: Making Your Application Stand Out

    Top Tips: Making Your Application Stand Out

    In all the roles I’ve had in education in the last decade, I’ve led on recruitment. I’ve recruited Executive Leaders, Headteachers, Senior Leaders, Support Staff and temporary staff.

    Whilst the roles and job descriptions vary, the application process does not. I must have read thousands of application forms over the years and whilst some have been amazing and even a pleasure to read, many have had me banging my head off the desk.

    If you’re considering applying for a new job or are in the process of writing an application, then this blog post is for you.

    Here are my top 7 tips for writing a quality application. By taking note of these, not only will you increase your chances of getting an interview, you will also help those who manage recruitment in schools and MATs stay sane!

    1. Do your research

    Before you start writing your application, ensure that you:

    • Read the advert, job description and person specification carefully and thoroughly
    • Look at the website to learn more about the organisation
    • Research the structure of the organisation and the governance arrangements
    • Check the latest Ofsted report and performance tables
    • Google the name of the organisation (and its leader) and see what comes up
    • Research the community they serve as well as their partnerships, collaborations and affiliations with other stakeholders

    All of the above will help you to understand the organisation you’re applying to work for as well as where your role fits in the broader picture. 

    2. Arrange a visit 

    Visit the organisation before you submit your application. This is especially important for leadership roles. It may save you time in the long run and you will learn so much. Before your visit, make sure you use your research to draft some questions to ask when you’re there. The aim of a visit is to find out more about the organisation as well as see what it’s like in action. Is it somewhere you can see yourself working? What are the people like? How does it feel? If you don’t like it, you’ve not wasted your time writing an application. If you do like it, the insights you gain will help you to write a stronger application. Win-win!

    3. Do exactly what you’re asked to do

    Wherever there is a box on an application form, always write something in it; even if it’s N/A. It shows that you’ve read the form thoroughly and it doesn’t leave recruiters wondering if you left a box blank accidentally. If they ask for online applications, submit it online – don’t post it. If they specify a format for an answer, use it. If they ask you to keep your answers to a specific length, do it. By completing the application correctly, you’ll not only demonstrate your ability to follow instructions but also the recruiter will be very grateful! 

    4. Personalise it

    Filling out applications is time-consuming. The education sector does not do enough to make it easy to apply for jobs, especially if you are applying for multiple jobs simultaneously. This is why you need to be savvy in terms of personalisation and structure. All recruiters have to judge you on at this stage, is what you write on that application so, as small as these things may seem, they matter a lot. Recruiters will make a judgement about you if you address your application to the wrong person or leave in references to the last organisation you applied to. When recruiters read your application, you want them to feel that you’re invested in getting this job, not just a job. It’s harsh but it’s true; if you slip up on this one or you write an application that is clearly copied and pasted (they can tell), then you could be bumped down the shortlist. 

    5. Structure it

    Recruiters learn the most about applicants from their ‘personal statement’. The first few pages of the form are to check that you meet the basic requirements in relation to education, qualifications and suitability. The personal statement is what truly differentiates you as a candidate and can be the difference between your application being selected or tossed to the side.

    Make sure that your personal statement:

    • Outlines your knowledge, skills and experience in a way that directly relates to the role and person specification – before you start writing, map out the criteria and write some bullet points for each area to ensure that you don’t miss anything 
    • Is written in a way that is easy for recruiters to tick off the criteria listed in the person specification – they don’t want to spend time hunting through pages and pages of narrative. They shouldn’t have to try to figure out whether what you’re saying matches the person they are looking for. You should make it abundantly clear. (Also, if you structure your personal statement carefully, you’ll find it easier to personalise and edit it for other applications)
    • References your experience explicitly and specifically – some applicants think that it is enough to say that they meet the criteria without demonstrating how, or fill the page with broad, vague statements. Be specific about what you’ve done, how you did it and what impact you had so there is no room to question your expertise or credibility as a candidate.
    • Uses your research to best effect – whilst maintaining your focus on the role you’re applying for, look for ways to incorporate other skills and experience that may be relevant but not explicitly referenced on the person specification. If you know that literacy is an issue and you have previously led a successful reading initiative, then talk about it. If you know that finance is an issue and you’ve got experience in bid writing or fundraising, talk about that too. This attention to detail and ‘marrying’ of your skillset with their needs will help to set you apart from other candidates and make you more memorable. Just be mindful not to get too carried away or stray too far from the core role.

    6. Express yourself appropriately

    When we read personal statements, we want to get a feel for what you’re like as a person. But remember, there is a fine line between showing personality and showcasing yourself like you’re on a shopping channel. Keep adjectives to a minimum, don’t use slang and don’t go off on a tangent. Be enthusiastic, confident and specific. It can be tempting to throw everything at it but hold something back for the interview. You want recruiters to read your application and see not only that you are appropriately qualified and experienced but that you’re an interesting person that they’d like to find out more about. 

    7. Proofread it

    Recruitment season gets crazy I know, but try and give yourself at least enough time to write your application and put it away overnight before proofreading and editing. When you stare at something for too long, you lose your objectivity and typos, missing words and rogue capitalisation can slip past you. Read your application out loud to yourself – maybe even record yourself reading it. This way, you can catch any awkward sentence structures and disjointed statements. If you feel comfortable and you have time, ask someone else to proofread it for you, not only to make sure you haven’t missed anything obvious but also to give you some objective feedback. 

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    Source: My blog vault

  • SBLs: How To Build Your Confidence

    SBLs: How To Build Your Confidence

    Emotional confidence isn’t about having no fear and being able to do anything – it is more about having a base self-belief (self-esteem) upon which starter and smarter confidence can be built.

    Ultimately, it is the ability to be aware of one’s own needs, the needs of others, being able to show empathy, knowing when to speak out and when to support – and even when to show vulnerability. How can emotional confidence be honed – and how can it be a boon in the workplace?

    Previously, I’ve talked about respect for the SBL role and what I believed were the blockers in the sector. I’ve encouraged you all to keep talking, shout when necessary and be persistent.

    Now I know that sometimes, this is easier said than done. Especially if you are an SBL who doesn’t get a chance to show how much you can make a difference because you are not allowed to or you are limited within your context.

    If you’ve ever worked with me or heard me speak at a conference, then you’ll know that my own experiences as an SBL were tough. I was young, unqualified and working with established leaders who had no idea of the value that a quality SBL could add to the organisation. I had to make up a lot of ground fast!

    The strategies I used (besides gaining as much knowledge as quickly as I could!) involved looking at how I perceived myself, how I wanted others to perceive me and what I could do to bridge that gap.

    For those SBLs who are feeling low in confidence and wondering how they can break the cycle and move forward, here are some ways you can shift your mindset, become the SBL you know you truly are and show others why you deserve to be valued, recognised and celebrated.

    Decide what kind of SBL you want to be

    Visualise yourself unfiltered, unafraid and unlimited. What does that look like? Now ask yourself why you feel that you are not able to be these things. Consider the 5 SBL Tools for Demonstrating Impact and Recognition in my article here.  Are any of these areas holding you back? Why do you think that is and more importantly, what are you doing about it? We often behave in accordance with the way that we believe that we are, not the way in which we wish to be. How would this super-SBL version of yourself act in difficult situations, dealing with staff or leading a meeting? Identify what those behaviours are and articulate them clearly so you have concrete goals to work towards. Leave the ‘if only…’ at the door and show up ‘as if’ you’re already there.

    Question your inner critic

    What we believe is actually not a belief – in our mind, it has become fact. This narrative is what is known as ‘negative self-talk’. Write down all the reasons that you believe that you are not able or allowed to be the SBL you want to be and ask yourself what evidence you have to support that. 

    For example, you’d like to be an SBL who speaks up in meetings. But you don’t. Why? Because when you speak up, you feel stupid and think people don’t care about what you have to say. Dig into this more. Why do you feel stupid? Are you going to say stupid things? (Of course not!) Or are you saying something eminently sensible but nobody cares? Ok. Hold on. Nobody cares? Really? You won’t know until you say it! And if they really, really don’t appear to – how can you make them care? How can you position your view or shape your argument to make sure that you get the attention of the people you’re speaking to? 

    Make decisions from a place of courage, not limitation

    We make decisions every day – but the basis of our decision-making can inadvertently set us on the wrong path. Whether it’s because you’re buying into your inner critic or you’re responding automatically to how you feel other people see you or want you to behave, you can find your ‘negative self-talk’ turning into a self-fulfilling prophecy. Instead, focus on making decisions based on the outcome you want to achieve. What do you need to do? What is the right thing to do? What do you need to get across? What is your main purpose? When you operate from a place of conviction and courage instead of fear, your confidence both in yourself and your abilities will blossom.

    Set boundaries

    Stop trying to please people. I say this as a recovering people-pleaser! We think that if we say yes to everything and no to nothing, then we can prove our worth. Actually, all we’ll achieve is accumulating a to-do list that not even the most talented productivity expert could untangle! There is power in saying ‘no’ or ‘not right now’ or ‘it will have to wait’. The more you can establish those boundaries, the more in control you will feel and the more confident you will be. Saying no doesn’t make you appear unhelpful or unapproachable – especially when we’re operating with conviction and courage in relation to ‘what is the right thing to do?’ and ‘what is my purpose’? Saying no helps you to come across as assured, assertive and in control.

    Ditch perfectionism

    It’s easy to believe that if something isn’t perfect then it has no value. Wait – believe…? Yes, perfectionism is a limiting belief that we accept as fact (see point 2). Who said that less than perfect wasn’t good enough? Time pressures often mean that as SBLs, we don’t get to finish things off as neatly as we’d like or to present them as perfectly as we’d like. You know what? That’s ok. Because often, the standards we set for ourselves are much higher than anybody else’s. Sometimes good, is good enough. And that is just fine. 

    Demonstrate confidence

    You and I both know that you can do this job. You know what you’re doing, you know what needs to be done and you know what you should be doing to make it happen. So do it! Confidence is triggered by intention. Tell people what you’re doing, what you’ll achieve and when you’ll achieve it by. Then get it done. By demonstrating confidence and your ability to achieve, you gain credibility – which in turn, breeds more confidence! When you talk confidently, you inspire others to have confidence in you. 

    Toot your own horn

    When you have achieved something amazing, contributed to a major project or saved your organisation from a crisis, make it your mission to point it out. Remind people of what you have done and what you can do in order for them to see you as a credible leader and contributor to the success of the team. Often, the people around us don’t know what it is that we do or don’t understand the impact that we have on our schools. By sharing your successes, you explicitly demonstrate both the value that you provide and the confidence that you have in your ability to deliver. Recently on Twitter, SBLs have been talking about their ‘ta-da’ lists instead of their ‘to-do’ lists. Sprinkle those ‘ta-da’ tasks all over your school!

    As credibility is earned, not given – confidence comes from within. For people to see the value that we add, we have to see the value within ourselves. It does get tough when we think that people don’t want to listen to us or care about what we do. But you care about what you do; you have a unique skillset that your school needs. So you give it to them with all you’ve got! The rest will follow.

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    Source: My blog vault

  • How To Recruit The Right SBM For Your School

    How To Recruit The Right SBM For Your School

    When it comes to recruiting a School Business Manager, it’s important to remember that there are many different types and flavours.

    Though they may all have the same or a similar job title, they will have varied experience, qualifications and specialist areas of expertise.

    To ensure that you appoint the right SBM for your school, I’ve put together some tips to help you navigate the process.

    Get the fit right

    When it comes to recruiting a School Business Manager, the wider context of your school is hugely important. Consider the role in the context of your Senior Leadership Team and what your SBM will be expected to contribute to the school at that level.

    They will of course have a different remit to the rest of your SLT but helping you to develop strategic plans, managing resources, providing reports and contributing to the efficient and effective running of the school are just some of the ways that your SBM can add value and have an impact on your school.

    If this isn’t how you envision your SBM operating, then maybe it isn’t an SBM you’re looking for. If you’re working within a MAT, think about how the MAT operational systems and infrastructure influences the role of the school SBM and what this means in terms of your approach to recruiting.

    Also consider the people management element of the role and the people/ teams your SBM will be line managing. What ‘soft’ skills will your SBM need in order to ensure that these teams operate effectively?

    Get the job description right

    Think carefully about the role your SBM will be undertaking. Is there a bias towards one particular element? Perhaps you have an old building that requires a lot of looking after or you have big plans for expansion.

    Maybe the finance needs tighter management and monitoring or your staffing processes need updating and coordinating. Consider what third party contracts and SLAs you have in place relating to the role of the SBM.

    What level of expertise will your SBM need? Are you expecting to bring more of your business services in house or will your SBM be working alongside other specialist providers making sure that things get done and run smoothly?

    When you have a clear idea how much autonomy, skill and experience you want your SBM to have in each area, you can shape the job description and person specification in a way that is totally bespoke to your school.

    There is a huge difference between leading, undertaking, administrating and overseeing so be clear at exactly what level you want your SBM to work.

    Get the recruitment right

    Recruiting to the post of SBM requires specific expertise. Your recruitment panel should include an experienced school business professional. If you’re in a MAT, you might ask your CFO or COO to assist. If not, someone from the LA, another school or your local SBM group will be able to support you.

    Role-specific knowledge is essential in terms of recruitment; especially when it comes to assessing the practical exercises your candidates will be undertaking.

    Make sure that the recruitment tasks are focused on school priorities and the areas you need your SBM to excel and give candidates the opportunity to evidence their knowledge and skills in analysing, interpreting and presenting their conclusions.

    Remember, if your candidate pool includes people from a non-educational background, be as inclusive as you can with tasks by providing enough contextual information to ensure that they are not disadvantaged.

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    Written for: Primary School Management Magazine

  • 3 Ways To Make A Good Impression At Interview

    3 Ways To Make A Good Impression At Interview

    There are few things more nerve-wracking than attending an interview. 

    We worry about what we should wear, what time we need to leave at, what questions we might be asked and whether the other candidates will be better than us. But in all honesty, once we set foot through those doors what happens next is anybody’s guess.

    The only thing that we can focus on is how we perform, how we come across and doing the best that we can to convince the panel that we are the person that they’re looking for. 

    If you’ve not had an interview in a long time or you’re preparing for one right now and want to make sure you’ve got your bases covered, then this blog post is for you.

    As an experienced interviewer, I’m going to share with you some of the things that I look for and have trained other interviewers to look for outside of the 45 minutes that you’re sat in front of the panel. 

    Whilst some of these might seem like small things, put them together and they add up to either a good impression or a bad impression. Sure, you want to be a memorable candidate but make sure that it’s for the right reasons!

    1. Presentation

    Beyond the obvious, in terms of whether you’ve dressed appropriately for the day, we’re going to be checking out your body language. We’re going to be looking for whether you make eye contact with us when you introduce yourself, whether you smile and whether you’re giving off good energy. No, I’m not going woo-woo on you! I mean, are you presenting as someone that’s happy to be here? Good recruiters don’t judge people for being nervous, but they will be able to tell if you’re positively engaged in the process the moment that they meet you. Show them you’re invested in the opportunity or they will feel you are wasting their time.

    True story…

    Unsurprisingly, the worst impressions I’ve had of candidates have been within the first 30 seconds. I’ve seen them slouched on chairs, had them chatting away on their phone and refusing to hang up and even ignore me completely to watch what was going on behind me as I introduced myself. As a recruiter, it’s difficult to shake these first impressions and it means that these candidates have to work a lot harder throughout the day to recover from this, even if they don’t know it.

    2. Preparation

    Candidates who’ve done their homework and ask insightful questions make an impact. Those who make reference to our organisation when they answer questions during their interview impress us. So do candidates who bring along everything that we’ve asked them to; identification, qualifications etc. By doing your research and providing any additional information we need you show that you are prepared, that you’re well informed and that you pay attention to detail.

    True story…

    I’ve had candidates who have not only arrived late but have then gone to great lengths to bemoan their commute. They’d say things like ‘wow, I didn’t realise it was this far away’. It might seem obvious to most of us, but they clearly didn’t check out our location or Google Map their route beforehand. Any candidate who said this basically told me that they were already having doubts about working for us and made me wonder that if they did accept the job, how long they would stay.

    3. Attitude

    What we don’t openly tell you (but you should assume) is that we’re watching you for the entire time that you’re in the building. Ok, maybe not the entire time – you’re safe in the toilet – but everywhere else, you’re under observation. It’s important that you treat everybody that you come across as a potential interviewer. Ensure that your behaviour and attitude throughout the day is consistent with how you present to the panel.

    True story…

    I’ve had candidates be rude to the Receptionist, throw a tantrum at the ICT Technician who was trying to help them log on to a laptop and even talk openly on the phone, negatively, about the interview day. The panel got to hear about it and of course, they took this into consideration during their deliberation.

    Why these things are important…

    All these things are hard to measure, and they’re not covered in the person specification. But when it comes to looking beyond what can be measured, we’re going to start considering who would be a good fit in our organisation. How you conduct yourself throughout the day shows a lot about the type of person you are and what your values are. As recruiters, if we’re stuck between two candidates who have performed equally well, we’re ultimately going to pick the candidate who we feel can not only work with us best but also represent us and what we stand for.

    With all the above being said, I don’t want you to think that if you’ve forgotten your ID you’ve blown it. Or if you’ve had to take a call from your boiler repairman at an inconvenient time that we’re going to write you off. How you manage any hiccups throughout the day also tells us a lot about you. So be open, be honest and be professional.

    One final thing that you should remember is that you are interviewing us too. If you show up for an interview and you’re greeted by someone who doesn’t make you feel welcome, if staff are rude to you or if the day is completely chaotic, this will tell you a lot about how the organisation operates and will give you an insight about what it would be like to work there. Again, issues crop up – printers don’t work, a panel member might have been replaced at the last minute or a meeting room might have been double-booked. Watch how we handle it and you will learn a lot about us too.

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    Source: My blog vault

  • How To Set Staff Objectives For Performance Management

    How To Set Staff Objectives For Performance Management

    When it comes to the topic of performance management and target setting, it’s easy to tie ourselves up in policies, templates, tick boxes and deadlines.

    What is often forgotten is that performance is an all year round topic and an ongoing and meaningful dialogue between leaders and teams should be engaged in throughout the year.

    Staff shouldn’t have to wait until the annual cycle comes full circle in September to find out that their performance is sub-standard and that they are not receiving an increment. 

    What the formal process does do is allow you to support your views of staff performance or disabuse yourself of potential biases objectively. 

    Performance management is the gateway to personal development, professional progression and succession planning. It’s to identify those who need support, to support those who are ambitious and ready to progress and to identify specific and individually beneficial CPD.

    To understand how you can improve both clarity and objectivity in both target setting and the measurement of success, let me share with you the terminology I use when discussing staff performance.

    • Appraisal: Appraising the job that is being done, the one outlined in the job description and person specification; the one that they are paid to do. 
    • Performance Management: For those who have consistently exceeded performance expectation and outperformed any targets set by a pre-determined margin. 

    To allow both fair appraisal and to incorporate performance management for those who have excelled, a holistic performance assessment approach should be used. 

    This means that the achievement of arbitrary targets should not become the sole driver of decisions. Instead, overall performance discussions should incorporate a number of factors and not be weighted to one in particular. 

    For example, teacher standards, career-stage, book scrutiny, data, line management and department meetings etc. Essentially, anything reviewed as a matter of course as part of the line management process. 

    Targets should support the appraisal process but not determine it. With the right policy, a teacher can still progress even if targets haven’t been met as long as it can be evidenced that they have met the requirements of their role. 

    The evaluation process should allow room for exceptional performance to be recognised and valued either through accelerated pay or through CPD and/ succession planning strategies. People who outperform in their role consistently, working above and beyond and demonstrating exceptional value, deserve recognition. 

    Exceptional performance should be defined and certainly should not be ‘easy’ to achieve but it should not be impossible either. This is where targets serve a real purpose. Exceptional performance, through targets, can be defined for each individual. Therefore, it hinges not only on meeting standards, but exceeding them consistently as well as exceeding set targets. 

    The truth is, some organisations are good at appraisal and performance management but too many are not. The ones I’ve come across that aren’t are usually linked to either poor policy or poor management training and delivery.  To improve your staff performance discussions, think about what language you and your leaders use and how you articulate the policy. If leaders aren’t on board with the process or fail to execute it properly, it really is a wasted opportunity to serve your staff.

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    Written for: Primary School Management Magazine

  • 5 Management Account Tips for Headteachers

    5 Management Account Tips for Headteachers

    Monthly management accounts are the most useful financial tool a Headteacher has at their disposal. However, when presented with a spreadsheet full of numbers, for some, it can be difficult to know where to start or what questions they should be asking their Business Manager.

    Here are the top five things that you should be digging into each month:

    1. Analysing monthly performance

    Your management accounts should clearly state your actual expenditure for that period (month) against the forecasted expenditure for the month. The forecasted expenditure is usually the annual budget distributed evenly across twelve months. By comparing this information, you should know if you are behind, on track or ahead of budget. You should know whether a variance is planned (i.e. an annual invoice) or if there is an issue that requires monitoring (i.e. an unplanned overspend). Your SBM should provide you with details on any significant variances for the month and outline any mitigating action if required.

    2. Analysing year-to-date performance against budget

    Looking at the year to date expenditure against the full year budget can indicate if any significant issues require attention. Quality management accounts provide a full-year forecast based on year to date expenditure which is based on the assumption that current spending patterns will continue. This data highlights how any overspend may impact your planned year-end position and also flag up cost centres that require additional control or are indicating significant underspend. An in-year budget reforecast based on this information is considered good practice and should be undertaken by your SBM in consultation with yourself and governing body or MAT.

    3. Reviewing staffing and agency costs

    Depending on the structure of your management accounts, your core staffing and agency costs may be lumped together. Ensure that you receive expenditure, forecast and budget figures for these areas separately to gain a concise picture of staff costings. Ask your SBM to further break down agency costs into vacancy cover, sickness cover, planned absence and training cover. This way you will gain further insight into your agency costs and whether any overspend can be offset against any underspend in areas of your staffing costs or whether you are heading for an overspend. 

    4. Track key expenditure lines

    Ensure that income and expenditure lines for areas such as catering, uniform and school trips are accurate and regularly reviewed to determine whether there is a profit or loss in these areas. Ensure that any loss is forecasted and factored into the bottom line. Also ensure that if any expenditure is to be recharged to departments or teams (i.e. reprographics, hospitality, stationery) that this is undertaken on a regular basis and that department expenditure is reviewed and communicated with Heads of Department.

    5. Reviewing planned expenditure for the year

    Odds are that since you set the budget, you’ve had to purchase some items that you hadn’t planned for, or needed to pay some unforeseen maintenance costs. Sit down with your SBM and make sure that your planned budget is still realistic, and determine whether any of your plans need to change to accommodate your financial position.

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    Written for: Primary School Management Magazine

  • SBLs: It’s Good To Talk

    SBLs: It’s Good To Talk

    SBLs often report that theirs can be a lonely profession so, whether it’s talking to other members of staff or fellow SBLs, it’s important to stay in contact. In honour of National Conversation Week, Laura Williams discusses the importance of keeping in touch…

    It has been said that the role of a school business leader is ‘boundaryless’ – and, having been an SBL, I completely agree.

    SBLs are solo operators, very much like headteachers. We may lead a number of teams and work alongside the SLT, but nobody in the school has first-hand knowledge of the demands of our role, or the capacity required to deliver it. Being the ‘only one’ can lead to us feeling rather lonely and isolated – and often means that we end up struggling in silence.

    Though we might feel alone when we’re sitting in our offices with five spreadsheets, SIMS and the payroll file open, it doesn’t have to be this way! Here are five ways that we can get in touch – and stay in touch – with people who know where we’ve been, where we are and where we’re going.

    1. Networking and joint learning

    Studying for a qualification and attending workshops, seminars and conferences are great opportunities not only for CPD, but also for meeting up with other SBLs. Events such as these usually build in time for networking and allow us to spend time talking with fellow SBLs about what’s happening, how we’re doing and sharing inspiration. When the workload is high, it’s tempting to avoid leaving the building – or to even cancel a delegate place you’ve already booked; but planning in advance, and committing to just one day out per term, can have a huge impact on both your sanity and your perspective.

    2. Social media

    If you’re comfortable with social media, why not join in with? There’s a great network of SBLs on LinkedIn and Threads who are friendly, approachable and keen to share their experiences and provide help and support to other SBLs. It may seem intimidating at first, but please don’t worry – follow some SBLs, introduce yourself, and you will make some great connections.

    3. Projects and collaboration

    Many local networks and professional associations not only run conferences, but also facilitate great opportunities for sharing practice and collaborating on projects. Visiting other schools, unravelling big compliance changes – like GDPR – and sharing policy templates and supplier recommendations will help you practically, as well as personally.

    4. Coaching

    If you feel like you’re really struggling, and the thought of sitting in a room full of other SBLs only makes you feel more anxious at this point, then undertaking coaching could be the answer you’re looking for. Working with an independent, professional coach, one-on-one, can help to provide you with focus, a fresh perspective and the clarity you need to move forward. The coaching process is structured, time-limited and focuses on your specific needs and goals at this time. It’s also a safe and confidential space – which means you don’t have to worry about how you are perceived by your fellow colleagues.

    5. Mentoring

    If you don’t feel comfortable networking or putting yourself out there, and coaching isn’t your thing, then perhaps working with a mentor could provide you with the touchstone you need to provide you with support and a sounding board on a regular basis. This could be with someone you know or someone recommended to you through your network. Again, the arrangement would be confidential, but it’s more informal and fluid than coaching.

    However you decide to move forward, know that you don’t have to do so alone. Find somewhere, or someone, that can provide you with the support you need – and know that asking for help does not lessen you; it gives you the tools to become more.

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    Written for: EdExec Magazine