The art retention: the best way to hold on to quality school leaders is to make your district a great place to work. Here are some steps you can take to become a "district of choice" in your city or region.

It's infinitely clear that organizations today cannot survive without paying attention to their human capital. Retention in any industry is intricately tied to the quality of the work and the relationships formed as the work gets done (Grimme, 2001). Although money is certainly necessary, it's not a sufficient condition to attract, retain and motivate good people. Employees have repeatedly said they value involvement and recognition over salary and wages (Hersey & Blanchard, 1988).

Notice the energy and enthusiasm of many volunteers in your very own district or community. The secret is to pay employees fairly, but treat them incredibly well.

The reputation of a school district and how people feel about working there is the most influential recruitment and retention factor around. When a district is perceived as a "winner," there is a strung desire to be affiliated with it. The easiest way to hold on to quality principals, then, is to turn your organization into a great place to work.

There are many effective administrator retention practices being used in school districts nationwide, but for the most part they are the exception rather than the rule. Given the superhuman expectations placed upon our principals, cultivating strong leaders presents a challenge. Yet, maintaining a vibrant work environment for principals is paramount to a district's longevity.

In the wake of looming retirements, diminishing applicant pools, declining employee loyalty and budget-induced downsizing, survival depends upon holding on to the talent you already have. Therefore, districts must do whatever it takes to boost and retain the leaders in their own backyards.

Becoming an employer of choice

A 1998 Gallup survey found that satisfied employees propagate positive attitudes. Above average attitudes parlayed into 38 percent higher customer satisfaction scores, 22 percent higher productivity ratings, and 27 percent higher profits (Grimme, 2001). Public schools are no different when we compare employee engagement to our bottom line: student achievement, if your school district isn't already an employer of choice for principals, consider these strategies to become one (Basom, 2002):

1. Organize your entire district as a learning community. Provide time and space for principals to dialogue about their craft. A learning community is a place where people constantly look for ways to create a better future together. Being part of a learning community means being part of something larger than yourself. Learning communities stimulate cohesion and inclusion.

2. Train supervisors to identify a true talent. Instead of looking for things principals don't do well, the superintendent and senior managers must learn to concentrate on talent. The best supervisors notice the strengths and potential of their principals. Poor leaders rarely see such things because they are too busy focusing on principals' weaknesses. "Leadership is the liberation of talent, rather than restraint by rule" (Peters & Austin, 1985).

3. Don't be afraid to build relationships with principals. Don Clifton, former CEO of the Gallup organization, surmises that relationships are not inconsequential to a company's outcomes (Clifton & Nelson, 1992). In fact, as relationships improve, the benefits get geometrically better. The primary reason that people cite for leaving a job is they believe no one cares about them. Conversely, when people feel valued and get along with their boss, it enhances attendance, retention, quality of service and productivity. Therefore, superintendents have to get to know each and every principal one commitment at a time.

4. Celebrate both milestones and successes. If you want to improve the performance of principals, applaud them for good work. According to Gallup research, employees who are satisfied with their jobs are four times as likely to receive formal evaluations and regular recognition as their dissatisfied counterparts. Additionally, 82 percent of those polled agreed that acknowledgement from a peer or supervisor motivates them to improve their performance (Wolfe, 1998). Since everyone enjoys accolades, the key is to find out how your principals like it served up. Whether it be public or private, a written note, verbal compliments, enhanced responsibilities, promotions, perks or other incentives, recognition should be tailored to individual desires and needs. Wasn't it Mark Twain who said, "I can live two months on a good compliment?"

5. Maintain a clear focus, Once a the mission and purpose of your organization are developed, be sure every principal understands what is personally expected of him. The goals of your school district should be linked with the professional goals of the individuals in it. Determine what principals do well, and use your district's mission to drive and unify them. The absence of a clear purpose or shifting expectations prevent principals from capitalizing on their own strengths as well as the strengths of their teachers.

6. Help principals experience a sense of achievement. Principals need to feel as if they make a difference in their workplace. Striking a balance between expectations, relationships, strengths and recognition stimulates an electric atmosphere in a school district. Achievements, both large and small, should be praised promptly, sincerely and at a rate four times higher than mistakes. Sharing the credit with principals generates excitement and signifies the focus on results.

An invitation to remain

Since principals play a pivotal role in driving teaching and learning in no r schools, taking care of them isn't just a nice thing to do, it's the only thing to do. Ensuring they feel valued and important is a sure-fire ingredient to holding on to them. Principal gratification comes from decision-making freedom and the power to do what's expected, networking with peers to share information and learn best practices, fair and reasonable systems of accountability, and validation for a job well done. Such support not only provides an invitation to remain in the profession, bur yields high-quality leadership in the process.

Everyone faces a point in their career when they have "leaving moments"--another district seems more desirable or less demanding, growth opportunities appear better elsewhere, or an acquaintance from a neighboring district is coaxing you to come work there.

The caliber of the relationships principals have with colleagues and their superintendents is paramount in getting them through these "leaving moments." If relationships are poor or nonexistent, principals will leave. When principals are left to fend fOr themselves or their needs are ignored, turnover is high. The absence of a caring and celebratory climate makes it much easier for good principals to walk out the door and take their experience with them. After all, who wants to work for a school district that excels in mediocrity?

If you think it takes expensive consultants, years of data collection or a convoluted strategic plan to become a great place to work, think again. Remember the famous Hawthorne studies of the 1920s when efficiency experts at Western Electric in Hawthorne, III., examined the effects of lighting on productivity (Townley, et al, 1999)? The focus was simply to find the right mixture of physical conditions, working hours and job techniques to get employees to produce more. However, the researchers became baffled when productivity not only went up for the test group, but improvements were noted in the control group as wall.

In the mid 1930's, Professor Elton Mayo of Harvard's Graduate School of Business expanded the study to include a group of women who assembled telephone relays. For a year and a half, enhancements such as scheduled rest periods, company lunches and shortened workweeks were introduced. The results were so exceptional that Professor Mayo decided to take everything away from the workers. Instead of having the expected effect of diminished productivity, output jumped to an all-time high!

Confused by this response, Mayo questioned the women. He learned it wasn't the production components that mattered at all, but rather the relational aspect that carried the most influence. Because the women had been receiving so much attention, they no longer viewed themselves as isolated and insignificant. Instead, they felt like an integral part of a cohesive team. They also had experienced a tremendous sense of achievement because management was implementing many of their suggestions.

Elton Mayo's findings led to wholesale changes in the operational structure of industry across the United States. His research provides indisputable evidence that to thrive as a company you have to pay attention to the people who work there. Since relationships and recognition significantly affect a principal's job performance, these elements should serve as the cornerstone of a district's leadership pyramid.

Try these retention tips on for size

As your district searches for ways to sustain an enduring workplace, conventional wisdom tells us that the needs of principals and the needs of the organization must converge. To get principals beyond those "leaving moments," try these retention tips (Buckingham & Coffman, 1999):

1. Select principals based upon talent, not just experience and determination.

2. Set expectations that define the right outcomes, not the steps for getting there.

3. Motivate principals by focusing on strengths, not pressuring them to overcome weaknesses.

4. Develop leaders to find the right fit for the principalship; don't just promote people because it's the next rung on the career ladder or they are owed a favor.

Now that you know what separates a good school district from a great one, it's time to let your principals know how much you care. How about sending them a personal invitation to stay by becoming the "district of choice" in your city or region? Retaining good leaders is much less challenging when a district's culture tenders plenty of reasons to stay. Otherwise, principals will concoct a laundry list of excuses to leave.

Do your homework. Study the retention practices of other successful districts to find out how they are filling and supporting their leadership pipeline. Create safety nets to catch principals when they fall. Find ways to bring joy to a principal's workplace by applauding and celebrating achievements. And most importantly, be forgiving! It's a tough job and if we're not careful, there won't be anyone left to do it.

References

Basom, Myron. (2002). "Selection, Retention and a Great Place to Work." Educators Learning Network, www.elnetonline.com/research.

Boswell, Greg. (2002). "Survey Says ... Recognition Still Critical." National Association for Employee Recognition; www.recognition.org/pages/boswell.asp.

Buckingham, Marcus & Curt Coffman. (1999). First Break All the Rules. New York: Simon & Schuster.

Clifton, Donald & Paula Nelson. (1992). Soar with Your Strengths. New York: Dell Publishing.

Grimme, Dun. (2001). "An American Crisis: Attracting, Retaining and Motivating Employees." GHR Training Solutions; www.ghr-training.com/index_articles.

Hersey, Paul & Kenneth Blanchard. (1998). Management of Organizational Behavior. New Jersey: Prentice Hall.

Peters, Tom & Nancy Austin. (1985). A Passion for Excellence. New York: Warner.

Townley, Arthur, June Schmieder & Lillian Wehmeyer. (1999). School Personnel Administration: A California Perspective. Riverside, CA: Precision Writing.

Wolfe, Pat. (July 9, 1998). "Gallup Poll: Employee Engagement = Business Success." Government of British Columbia Recognition Staff; www.pserc.gov/Gallup%20poll.

Suzette Lovely has worked in Capistrano Unified as a principal, director of elementary operations and chief personnel officer. She recently wrote a book for ASCD titled "Staffing the Principalship: Finding, Coaching and Mentoring School Leaders."