THOUGHT LEADER
Which best describes your leadership style?
• The Nurturer (43% ) – Relational, collaborative, empathic, team builder, emotionally aware • The Analyst (24%) – Analytical, structured, detail-oriented, process focused, cautious thinker, quality controller
• The Closer (17%) – Action-oriented, assertive, outcome driven, decisive, goal focused, bold communicator
• The Visionary (16%) – Creative, big picture thinker, idea generator, change agent, inspiration catalyst
(Out of 83 responses to a recent STN reader survey.)
Leadership’s Scorecard One of the best measures of a leader’s effectiveness is
not found in a spreadsheet. It is reflected in the success and morale of their team. If your operation runs smoothly even when you are
out of the office, you have built a strong leadership cul- ture. If your people step up for each other during a tough week, you have fostered trust and collaboration. And if your drivers speak about the department with pride when they are in the community, you have influenced not just their work, but their identity.
The Follower-Centric Perspective When we think about leadership, we often focus on
our own style—servant leadership, transformational leadership, authentic leadership, and so on. But here’s a shift worth considering: What if, instead of starting with our leadership style, we started with our followers’ readiness? We are living in a moment where our workforce spans
multiple generations: Baby Boomers, Gen X, Millennials, and Gen Z, each bringing different values, expectations and communication preferences. If we want to recruit and retain people who will show up every day for our students, we cannot just lead the way we have always led. We need to adapt.
Assessing Follower Readiness Follower readiness is a simple yet powerful concept. It is about understanding whether an employee is willing or unwilling and able or unable. If they are able and willing, these employees thrive
with autonomy. Give them space, recognition and op- portunities to grow. If they are able but unwilling, you may need to dig into motivation. Sometimes it is a mis- match between the person and the role, and sometimes it is burnout. If they are unable but willing, they have the heart but need the skills. This is where training, mentor-
26 School Transportation News • OCTOBER 2025
ing and hands-on coaching make the difference. If they are unable and unwilling, this is the trickiest group and often the source of HR headaches. Firm expectations, clear accountability and consistent follow-up are key.
Why This Matters for Recruitment and Retention In transportation, turnover is not just a staffing in-
convenience. It impacts safety, reliability and trust. By leading according to follower readiness, you increase job satisfaction because people feel seen and supported. You reduce costly turnover because happy employees often bring in their friends and family. You also build a reputa- tion as a workplace where people want to stay. It is a leadership approach that is both strategic and
practical, and it works across generations, backgrounds and personality types.
Less Stress, Greater Impact When leaders adopt a follower-centric approach,
understanding ability and willingness, and adapting style accordingly, they lead with greater impact and less stress. It takes the guesswork out of daily interactions. It creates a culture of fairness and consistency. And it gar- ners respect from those watching, whether they are new hires, veteran drivers, or even the students on the bus. In the end, leadership in pupil transportation is about
far more than filling routes and managing schedules. It is about influence; how we show up, how we adapt and how we inspire others to not just follow, but to join us in moving the mission forward. Because if no one is following, you are not leading. You are just out there taking a walk. ●
Rosalyn Vann-Jackson is the chief support services officer for Broken Arrow Public Schools in Oklahoma and the Region 4 director for the National Association for Pupil Transportation. She is currenrly working toward obtaining a doctorate degree in leadership.
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