The poor execution of middle-level schools is due to the six major mistakes made by the principal

As a principal, while complaining about the poor execution of middle-level cadres, have you self-reflected on whether the problem really lies in the execution ability of middle-level cadres? Many principals often complain that the execution ability of middle-level cadres is too poor, and they always fail to achieve what they are assigned, either making a mess or delaying important things. As a school principal, while complaining about middle-level cadres, do you reflect on yourself? Does the problem really lie in the execution ability of middle-level cadres? I often ask many principals: Are middle-level cadres qualified? As long as middle-level cadres do it, it means there is no problem with execution. And why did you not achieve your expected goals? This problem lies with our principal! The principal is aloof and arrogant, but not down to earth. He always thinks that middle-level cadres are at the same level of ability as you, and it would be abnormal if there are no problems. The author has many years of experience in education management, traced back to the root cause, and summarized six major mistakes made by many principals, which lead to poor execution of middle-level cadres! Using something other than what the director is capable of will result in half the result with half the effort: Is it appropriate for this middle-level cadre to do this? The principal of a middle school decided to implement a new teaching model reform aimed at improving teaching quality. However, when allocating tasks, the principal did not fully consider the professional background and expertise of middle-level cadres, and handed over the responsibility of reform to a vice principal who was good at administrative management rather than teaching innovation. However, the vice-principal was unable to effectively mobilize the enthusiasm of teachers and provide practical reform plans. In the end, the teaching reform failed to achieve the expected results, teachers complained, and students failed to benefit. As a principal, your top priority is to recognize, employ, accommodate and educate people. I often say that if you want to arrange an animal to climb a tree, squirrels are the first choice, followed by monkeys. If you choose a pig to climb a tree, no matter how hard the pig works and how hard you give it, there will still be no results. Therefore, when allocating work, the principal must make the best use of his or her talents, so that everyone\’s strengths can be brought into play and their shortcomings can be compensated. Only by selecting tasks based on people and assigning different tasks to the most suitable people can we get twice the result with half the effort. The goal is vague and the direction is unclear: Have you made the goal clear to the middle-level cadres? The principal of a primary school plans to carry out a series of moral education activities to improve students\’ ideological and moral qualities. However, when assigning tasks, the principal failed to clarify the specific goals, implementation steps and expected results of the activities with middle-level cadres. Middle-level cadres feel confused during the implementation process and can only organize activities according to their own understanding. Although the event was held as scheduled, the content was empty, the form was greater than the content, student participation was low, and the expected educational effect was not achieved. In another school, when implementing a new teaching reform, due to insufficient communication between the principal and middle-level cadres, the goals and implementation steps of the reform were unclear. The lack of direction by middle-level cadres in the implementation process ultimately led to the failure of the reform. When the principal arranges work, he must clearly explain the goals to the middle-level cadres. At the same time, the goals set by the principal must be recognized by middle-level cadres from the bottom of their hearts. Also, are the goals quantified? Has it been reasonably assessed? Is it challenging? Whether there is a time limit, etc., must be carefully considered. Principals must know that there are three elements to success:Goal, responsible person, time. Goals must be constantly broken down and refined. The more detailed they are, the easier it is to succeed. There can only be one responsible person, and the responsibility divided by two equals zero. Only one person can be responsible for one thing, and the target responsible person must be unique. The time must be clear, with a starting and ending time, and a node time for the advancement of the intermediate process. If you don\’t do these tasks, the work arrangement will be just a formality, and there will be no good results! Lack of methods and blind execution: Have you given middle-level cadres methods and paths? A vocational school plans to participate in a provincial skills competition, and the principal hands over the task of preparing for the competition to an inexperienced middle-level cadre. Since the principal failed to provide a detailed preparation plan and timetable, the middle-level cadre could only cross the river by feeling the stones and learn by doing. As a result, problems such as improper time management and uneven resource allocation occurred during the preparation process, resulting in insufficient training for the contestants and ultimately poor performance in the competition. You must know that the principal should not only point out the direction for middle-level cadres, but also provide methods and paths. Don’t expect middle-level cadres to be like Rowan and be able to deliver letters to Garcia without guidance. The completion of any task requires careful planning and a clear path. Without a method, it is like a blind man touching an elephant, and execution failure is inevitable. Therefore, when assigning tasks, the principal must first discuss with the middle-level cadres to formulate detailed plans to ensure that they are well executed and successful. Lack of inspection and weak execution: Have you inspected the work of middle-level cadres? The principal of a school is responsible for the management of multiple teaching reform experimental projects determined by superiors. However, due to his busy schedule, he was unable to conduct regular inspections on the progress of the projects. Mid-level cadres encountered some difficulties and challenges in the process of advancing the project. Due to the lack of continuous attention and guidance from their superiors, they could only solve them on their own or choose to delay. As a result, the project progress has seriously lagged behind, affecting the output of educational reform results and the reputation of the school. Principals need to know that middle-level cadres will only do what you inspect and supervise, not what you expect. If there is a target but no inspection, it is equal to zero. As an inspector, the principal must know that inspection is more important than trust, and the ability to inspect is the ability to execute. Through the \”five principles\” of fixed time, fixed point, fixed person, fixed quota and fixed responsibility, as well as the \”two meetings system\” of morning meeting and evening meeting, it is ensured that the work of middle-level cadres is comprehensively inspected, so that the execution is effective and does not go through the motions. Unclear rewards and punishments, lack of motivation: Do you reward and punish middle-level cadres for their results? In order to improve the quality of teaching, the principal of a middle school formulated a series of teaching improvement measures. However, during the implementation process, the principal failed to clarify the reward and punishment mechanism, resulting in a lack of motivation and enthusiasm for middle-level cadres and teachers in their work. Even though some teachers have put in a lot of effort and achieved certain results, due to the lack of corresponding rewards and recognition, their enthusiasm for work has gradually faded, their teaching quality has been slowly improved, and they have failed to achieve expected goals. Rewarding the good and punishing the bad is the normal way of management. Principals need to clearly set up reward and punishment mechanisms so that middle-level cadres can clearly understand the rewards for achieving goals and the penalties for failure to achieve them. The rewards should be generous to make the cadres happy; the punishments should be severe to make the cadres frightened. Only in this way can we stimulate the motivation of cadres and ensure the continuous improvement of execution ability. Lack of review and low efficiencyNext: Did you conduct a review and summary after the incident was over? A primary school often organizes various activities to enrich students\’ extracurricular life. However, after each activity, the principal failed to organize middle-level cadres to conduct a review and analyze the successful experiences and shortcomings of the activity. The same problem occurred again at the next event, with inefficient and low-quality event organization. Middle-level cadres also lack opportunities for growth and promotion at work, and gradually lose their enthusiasm and creativity for work. If the principal wants to make middle-level cadres grow and progress, the review and summary after the goals are completed is the most critical. This is also the core step to enhance the execution ability of middle-level cadres. Without a review and summary, the effectiveness of the previous work will be reduced by at least 50%! We know that if a person dies, his merits will not be wasted. Only by constantly summarizing can we improve our ability level, strengthen our execution, and improve work efficiency. Therefore, principals need to pay attention to the review and summary and allow sufficient time for discussion so that the team can learn lessons from the summary and continuously improve their ability level. To sum up, the poor execution ability of middle-level cadres is not entirely their fault. The principal needs to look for the reasons within himself and reflect on whether he has committed the above-mentioned six \”fools\”. Only by improving leadership can the execution ability of middle-level cadres be improved, so that the school can have a solid team and a cloud of good generals.