Recently I have been asked why I am again working in an FE college undergoing turbulence. There are two parts to my answer: firstly what attracts me to FE and secondly what attracts me to the role of principal.

I think the attraction to further education may vary in detail from one individual to another, but, as a generalisation, it is rooted in a set of values about equality and individuals wanting to make a difference. These values are shared across the sector and, for most, it is not the pay that drew us in the first place. Whether one starts as a teacher or in a support role, the pay is not in line with other sectors in education.  I came into further education, as have so many others, with a passion for supporting individuals to achieve their potential.

At first sight, my career path may seem erratic, as I moved through HR, business, teaching, inspection, back to management, consultancy and then management again.  I hope it has given me an insight into leadership and the twin challenges of focusing on learning and money simultaneously.

Read more: Meet the serial fixers parachuted into failing colleges

Background: Interim principal appointed at Highbury College

Also of interest: Highbury College principal Stella Mbubaegbu to retire

Communication is key in colleges

I enjoy working in a team with a shared sense of values and commitment to changing the way things are, to making them better for those we serve and the communities in which we work. Those who work in the arena of troubled colleges have this as a strong focus, a driving force. I think we also enjoy problem-solving and this is a particular feature of our work. I love seeing people growing in such situations and learning from them. It is being a teacher in a different situation.

One of the challenges for a successful leader of any organisation is always and firstly to communicate. There are so many reasons for doing this and books have been written about it. The communication has to be clear, honest and fast. It has to come from the top and be accessible.

It has to be face to face, in writing, in our behaviours, and it has to take into account the fact that what is happening changes people’s lives and they will be anxious. It has to be two-way, not just telling, and I find that this has rarely happened in colleges where there is instability. A weekly email obviously written by me, not drafted by others, is vital for a shared sense of purpose and linked to a wide range of strategies to communicate effectively.

My work as an interim is short-term by its nature - and the aim is always to leave as soon as possible. Interim leadership is inherently unstable and staff and students need confidence and stability, within the dynamic environment that is FE, so they can concentrate on the learning process rather than being anxious about change.

I would rather the role of interim principal was not needed. The financial pressures on the sector, together with the rapid and sometimes unworkable changes in government policy and funding rules, have made the leadership of colleges particularly challenging. Clarity and consistency are vital so planning is not overwhelmed by reactive pressures. We need to be able to implement sustained, coherent plans that will benefit individuals, communities and the economy.

Mentoring in FE

Although the work done with Said Business School around college leadership has been very positive and valued, there is still a shortage of those who would work at the leadership level in FE. I would like to see more mentoring by those who have current knowledge and the time to provide the support. I would also like them to have involvement in performance reviews. This mentoring could be extended to principals who may have been in that role for some time, perhaps at different colleges.

The environment changes and sometimes external support that is embedded in the specific situation can help to challenge and develop new perspectives. It is difficult for volunteer governors who may not have great depth of knowledge of FE to challenge or support strongly or early enough in such a challenging environment. My role as an interim is often to mentor and encourage staff to grow and to use the turbulence as springboard for their talents - and thus the college.

As to why I get involved as an interim principal again and again, I often wonder about that myself - why I am drawn to this work. I enjoy retirement, and then a challenge is suggested where I can see, or rather feel, an emotional involvement in that community. I also have to feel it is a “doable” challenge and one where my odd mix of experience might be appropriate. And when I leave I say “never again”… FE is an itch that keeps surfacing. It is the satisfaction of working with committed individuals to achieve positive change.

Penny Wycherley is interim principal at Highbury College