Being able to tell your story in the right way is vital for leaders.

Compelling narratives can build trust and inspire action, while the right approach to sharing triumphs and struggles can foster empathy and motivate others at all levels. So, how should you go about telling yours?

The lowdown

Explaining accurately and effectively what is happening within your area can actually be a hugely challenging task.

How do you build a narrative that is grounded in evidence, that is aligned with your strategy and that is honest about success and failure? How should you present this in the most effective way? And how should you differentiate the message to those below from those above you?

What we know about what works

Professor Bob Thomson leads the MBA module LeadershipPlus at Warwick Business School and is also an experienced leadership coach and supervisor; he says that there are multiple benefits to being able to tell your story effectively to those in positions of power.

“Senior people need to know what contribution your department is making,” he explains. “They may take this into account when they’re allocating resources and budgets, or when they’re thinking about downsizing.

“With senior management, time is a scarce resource. These are usually really busy people, so you need to be engaging and grab their attention, but tell your story succinctly.”

The key question to bear in mind when sharing your narrative, he continues, is a simple one: how can you show senior management how you have made their lives easier?

“Think about what the concerns of senior management are and tailor your story to those. What would lead them to talk about your department in a board meeting? Being able to succinctly demonstrate relevance to the wider organisation is key. What are the concerns of the audience? What are their priorities? Try to stick to that.”

In terms of incorporating evidence, he says, this can be about data, of course - from exam results to attendance figures and behaviour statistics - but can also involve other kinds of feedback, such as testimonials from other staff, as well as pupils and parents.

But how about managing the less positive elements of a story? It’s a tricky line to walk, Thomson says, and while there can be a temptation to be “economical with the truth” to protect yourself and your team rather than sharing failures, there are some important things to bear in mind.

“If you are being quiet or less than open, will it stand the test of time? If you are going to hide something, what’s the likelihood that you will be found out? And what’s the effect going to be if you are? The Post Office scandal was a classic example of how not to do it.”

More from Middle Leadership Essentials:

• How to support staff wellbeing
• How to manage relationships
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And sharing your story isn’t just about the higher-ups, you will also need to be able to communicate it effectively to those further down the school.

This is a different undertaking altogether, Thomson explains, likely with a different intended outcome: rather than trying to secure resources or acknowledgement from leaders, you are usually trying to motivate and inspire.

“They will have more time than senior management, they’ll have more first-hand knowledge of what’s going on on the ground and they’ll be more likely to look at the detail,” he says.

“Part of your role as a manager or as a head of department is to motivate people, whereas you’re not trying to motivate the people above you, so it’s quite different.

“As a manager, it’s useful to remember that most people want to feel that they’ve made a difference and that they’re relevant, so the story should be about the success of the department and how it has helped students.

“There’s a quote that I think is really relevant, by Carl W Buehner: ‘They may forget what you said. But they’ll never forget how you made them feel.’”

The experienced leader view

Jon Hutchinson is director of curriculum and teacher development at the Reach Foundation. He writes:

On a recent trip to the US, visiting schools around New York City, I heard from a phase leader in one of the elementary schools, who told us with the conviction of a pastor: “There’s something that you need to know. The kid that walks through that door, that’s the kid that we want. We’re going to honour that child and see them as a person. We’re going to understand their hopes and their dreams, and then do everything possible to make it happen.”

I was sat with 20 senior leaders from England, and this short speech knocked our socks off. Later, we reflected on the power of having a public narrative, something that we aren’t generally great at in England. Perhaps it’s a squeamishness about trying to be a big shot, an affront to the “keep calm and carry on” sensibility.

But in just a few minutes, this phase leader had communicated their own core values and those of the school. Inclusivity, a commitment to understanding and relating to every child, and unapologetic academic rigour in service of them.

Developing a public narrative is a hugely underestimated aspect of school leadership. Although naturally charismatic leaders seem to be able to do it at a moment’s notice, it isn’t an exclusive or untrainable skill. With planning and practice, you can develop compelling storytelling techniques that ensure you control the narrative around your area of responsibility.

One framework that many middle leaders find helpful is provided by Marshall Ganz, legendary community organiser and Harvard academic. It was Ganz who worked with Barack Obama during his presidential campaign, structuring his narrative in three stages, the story of self, us and now.

The story of self is revealing to others why you are where you are, what has called you to this work. This doesn’t have to be a sob story, but if you struggled to read and now you’re the phonics lead, then sharing this really grips your team.

The story of us broadens out the narrative, why should others care? Tapping into shared values, talents and goals can mean that members of your team are just as likely to evangelise about the importance of your work as you are.

And finally, the story of now provides urgency. What is the call to action? What obstacle do we need to overcome next?

It may be that you craft a slightly different narrative for different audiences. Senior leaders will probably need a different message to parents, especially based on your call to action. But this three-part framework can provide structure and consistency in messaging.

Soon you’ll have a captivating stump speech in your back pocket that can be adapted ready to blow the socks off anyone who hears about the area you lead.

Storytelling may feel a little cheesy, a bit awkward, perhaps even a little boastful. But remember: if you don’t tell your story, someone else will.