From manager to director: taking the step up

Are you considering taking the next step into a director position? Graham Wilson, Leadership Wizard and Founder and CEO of Successfactory, shares his thoughts on what makes a great director, the skills required to succeed, how to know if you are ready to take the leap, and steps to take to progress.

10 mins read
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4 months ago

​What makes a great director? How do you know if you’re ready to take that next step up in your career? How important are qualifications at that level? These are just some of the questions we asked Graham Wilson, Leadership Wizard and Founder and CEO of Successfactory.  

Watch the short video interview or read the full interview below: 

Q: What makes a great director?

A: When it comes to leadership, the only thing we can control is our behavior. The rest of it is about other people deciding whether they want to follow. Going from a manager to a director, you’ve still got to be an authentic person. You should strive to be who you are, and the more you are really yourself, the more people will trust you. The more people trust you, the more likely they are to follow you.

You've got to have the capability to create a high-performance environment where success is inevitable. I think quite often we're very good at setting goals and giving direction, but we then don't spend enough time to actually remove the barriers that can stop you from being successful. You've also got to get comfortable, particularly in today's world, with the volatility of the marketplace. You’ve got to be comfortable with ambiguity and leading without knowing all the answers.

Additionally, you can’t be a successful director without a great team around you, so your ability to build teams is fundamental. When someone says to me:‘Is that person a great director?’, I say:‘Well, let me have a look at the team around them’. Being a good director means almost making yourself redundant, because you want the team to be delivering on the business, which will give you time to do the strategic thinking.

Finding the balance between strategy and culture is also key. You can have a great culture, but with a poor strategy, you'll fail. And if you have a great strategy with a poor culture, you'll also fail, so seek out both.

Ultimately, if you can build a high-performance environment, remove the barriers, you're authentic, can inspire action, can communicate with meaning, are good at storytelling, can unleash innovation in the organisation, then you’re in a great position. A great director drives the business forward with empathy, courage, and care, and realizes that at the end of the day, it's all about people.

Q: Are there different skill sets needed for being a manager and a director?

A: Skill sets are important and mindset is also really important. From a management point of view, you're more focused on the here and now, and the status quo, and making sure the business is efficient and effective, making sure that people are aligned behind the strategy, and actually driving the business forward.

As a director, you’ve still got to do the same sort of role, but it requires a slightly different skill set and a lot more strategic thinking. What I find with a lot of managers in the first stage of moving into that role, is they find that it’s a big step as they’ve got to get comfortable with the fact that they’re paid to think, they’re paid to look at a strategic level, not just an operational point of view.

Also, it's a different type of power. When you're a manager leading your team, you have a certain amount of positional power, whereas when you're a director working in a large organisation, you're often working across different functions and you're having to look at a holistic view of the business, so you also have to start to influence in a different way. Therefore, building your influencing and networking skills is really important. I think you should always have a relationship with every person in the business, plus all your key customers.

In summary, there are some subtle differences, but from a management point of view, I would say it's more about the ‘what’ and the ‘how’. Whereas at leadership and director levels, it’s more about the ‘why’ and the ‘how’ from a cultural point of view.

Q: Does being a good manager mean someone will naturally be a good director?

A: I think you are going to get a lot of people who are more naturally gifted to think in a strategic way and are big-picture thinkers. But I'm not a big fan of the idea that you're born to be a great leader or born to be a great director. I think it requires hard work.

If you don't change the way you operate, focus on developing your skills, and start to think about things differently, then you will probably fail.

Sometimes what can happen is people go to a leadership meeting and represent their part of the business, whereas they should be thinking and talking at a more strategic level across the whole organisation. I think you've got to be able to be comfortable with that and be able to make that shift. If you don't, then you might have been an amazing manager, but it doesn’t necessarily mean you’ll make a great director.

Q: How will someone know if they are ready for the next step up to director?

A: One of the key things that is important in a corporate organization is you cannot be promoted unless you've got a great team around you. Because if you take yourself away, then there might be an impact on performance. I think one way to look at it is if you can say: ‘I've developed my team, my team is a high performance, I have a successor in place who can take over my role, I'm prepared to develop and grow and shift my thinking into a more strategic role’, then you’re likely ready.

And having that flexibility of mind to know and recognize that it's not just a promotion and doing the same as what you would do now on a bigger scale; it's a different context. I think you’re ready when you're willing to adopt a new style, a new approach while still being authentic, you're really good at strategic thinking, you understand what strategy really is in today's world, and understand that it's a learning process, and how to be able to communicate with meaning.

A good manager will do everything technically correctly hit every KPI and get good results, whereas a great director will do all of that through their team but will also be able to give meaning to the strategy.

So, ultimately, I think a great indicator is when you're comfortable storytelling, you're comfortable presenting, you're feeling comfortable with ambiguity, you're comfortable without knowing all the answers, you're great at facilitating groups, and you feel comfortable moving out of your subject matter expertise area and thinking more holistically around the business, both internally and externally, in the short term and long term.

Q: What steps should someone take if they want to progress to director?

A: You've got to understand your rationale, your reason why you want to become a director. I think we can sometimes fall into the trap of it being money orientated and not recognising that it is a different role that requires a different level of resilience. You’re accountable for a bigger part of the business, so you've got to be comfortable with that. So certainly, building your resilience would be really important, and you want to start doing that now.

Being able to cope with pressure and perform in mission-critical situations is key, and develop what I call ‘the six pillars of resilience’, which is really understanding your purpose and what you really want out of life, what commitment you're prepared to give, how you want to live your life, and would a director position give you that.

The second thing is, how much energy and vitality do you have? Do you sleep well? Eat well? Do you practice mindfulness? Are you exercising and fit enough to be able to take on a more strategic role?

Also, you want to start building your support network now. You want to have good relationships across the business, make sure that you are persistent and can manage from an emotional intelligence point of view, and also start to develop conversational and storytelling skills.

I would suggest that you start that journey now. Get yourself a good coach, a good mentor, and start to think about what makes a great director. Who are some of the directors that you admire both inside your own organisation, and in other organizations as well?

The starting point has to be, ‘What's my reason why?’ then work backward from what great looks like and think ‘What am I going to work on that's going to help me to move into that director role’, and make sure you get the right support to make that happen.

Q: How relevant are qualifications, or are soft skills more important at that level?

A: Bit of both, really. In terms of leadership, you are measured on your results, so it's not just what you know, it's more about what you do with what you know. I think what academic qualifications do, is give you some rigour in thinking, but it doesn't necessarily mean that you are going to be successful. One of the things you ought to be thinking about as a director is, ‘What is it I need to do and be to be successful now and in the future?’

A challenge with a lot of qualifications is that they are often backward-looking. They’re research-based and based on what people did in the past. You've got to be really careful about which qualifications you go for. I think some people tend to just grab the MBA badge or whatever qualification it is, but for me, it's more about how you apply that knowledge.

You want to be thinking,‘How do I learn and grow and develop a great way of operating so that I build that credibility and deliver results?’I wouldn't discourage anyone in completing a qualification if that's something that you feel would benefit you, but I think the key really is about developing your softer skills such as your influencing skills, your persuasion skills, and negotiating skills.

One of the things we teach on our programmes is helping leaders to develop an authentic leadership brand. Look at your self-awareness and who you are, build on your strengths and create a leadership brand. If you can do that, that will certainly outweigh the qualifications.

Q: What's the one piece of advice you would give to someone who is looking to progress into a director position?

A: Be you. Be really comfortable with who you are.

Don't fall into the trap of trying to copy someone who you admire and someone who has been successful in the business, because they've been successful in the past and what you've got to do is carve out your own way of doing it. I think that's probably my top tip - be authentic, be real, be courageous and confident enough to be able to bring your real self to work, because the more real you are, the more influencing power you have. Which means that people are more likely to trust you and are more likely to follow you and do great things.

If you are looking to take that next step in your career or looking for a talented professional to join your business, get in touch with one of our specialist consultants today.

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Top tips for helping employees manage ADHD at work
6 mins read

Top tips for helping employees manage ADHD at work

​People with ADHD will, more often than not, have challenges in the workplace, which may lead to them leaving a job. However, with tailored support and understanding around their strengths and talents, they are likely to flourish and become a great asset to your organisation.

It’s important to remember that everyone with ADHD is different, and the condition affects people in different ways, but they have the same broad range of skills, interests and intelligence as the rest of society. Open communication with your employees is key so that you can find out what support would help them most.

What is ADHD?

ADHD is a neurodevelopmental condition which affects brain structure and neurotransmission, which is the way in which messages are communicated around the brain and how different areas of the brain are activated.

It has three core traits which affects people with differing degrees:

  • Inattention

  • Impulsiveness

  • Hyperactivity

Traits of ADHD are present from childhood, but recently, an increasing number of adults are being diagnosed with ADHD for the first time, as the condition becomes more widely understood. Even without an official diagnosis, which can take years to obtain, employers have a duty of care to their employees and must offer reasonable adjustments.

A review by the Attention Deficit Disorder Association found that adults with ADHD are nearly 60% more likely to be let go from a job role, 30% more likely to have chronic or ongoing employment challenges, and three times more likely to quit a job.

So how can you support your employees with ADHD?

Promote awareness and understanding

Educating the wider workforce about ADHD can help create an inclusive environment which better understands the needs of neurodivergent employees. For your senior leadership team and managers, consider hosting training sessions or workshops to help you and your workforce understand ADHD and how neurodivergent traits impact people in the workplace.

This awareness can reduce stigma and encourage open conversations that can lead to increased empathy, support and cohesion at work. This way, your employees with ADHD can adopt strategies that work for their neurotype.

Encourage regular check-ins

Encourage regular check-ins where employees can express any challenges relating to their ADHD. When a colleague has ADHD, it’s important to understand that they intend to get tasks done in a timely manner, however, there are obstacles that might be getting in their way.

Time can be a challenge for someone with ADHD, which affects their perception of how long something will take them, and also can cause them to overestimate the length of time until a deadline. Those employees with ADHD may benefit from the routine of regularly check-ins to help keep them on track and accountable. Without these interactions with their managers or team leaders, they may unintentionally lose their way on certain tasks. This is especially true for tasks that offer no reward, novelty or interest, or have many steps to them.

Implement flexibility

Flexibility can be crucial for employees with ADHD. It takes time and patience to understand their needs and you have to get to know them as people to figure out what strategies truly work for them to help them thrive in their job role.

Consider options such as remote work, flexible hours and locations, and if possible, adjustable deadlines. These arrangements allow employees to work when they feel most productive and help to minimise distractions.

People with ADHD can meet workplace demands in an environment that helps them focus, stay on task, and be productive.

Create a structured environment

A structured work environment can greatly benefit employees with ADHD. This type of environment will help them establish routines and set clear expectations of what is expected of them.

Use project management and technology tools to help them break tasks into manageable steps and encourage the use of calendars and reminders to stay organised.

There are a number of apps which can assist people with ADHD and other neurodivergent conditions that impact executive function: i.e. working memory, attention, time management, organisation, planning and prioritisation, self-regulation, task initiation and completion, and self-monitoring.

However, not every app works for everyone, so be open to trying multiple options. Some potentially helpful apps include:

  • To do list reminders / scheduling apps (e.g. Todoist, Wunderlist, Trello)

  • Aids if reading and writing are a problem (e.g. Captivoice.com, Google Docs Voice Typing, Apple Dictation)

  • Blockers to eliminate distractions from social media / smart phones during tasks (e.g. Cold Turkey)

  • White noise / ambient noise apps (e.g. Coffivity, Focusatwill)

  • Note taking apps (e.g. To Do, Microsoft OneNote)

Provide clear instructions and feedback

Clear, concise instructions can help reduce overwhelm in employees with ADHD, allowing them to better focus on their tasks. The use of bullet points, visuals, or checklists to communicate expectations can be highly effective.

Helping your employees with ADHD succeed doesn’t stop once changes in the workplace have been made to meet their needs. You may need to consider providing and receiving feedback so both parties know how the changes are working.

As an employer, you can also tell them about their progress at work and the areas they might need to work on. Regular feedback helps them stay on track and make the necessary adjustments. Positive reinforcement can also increase motivation due to the brain’s response to reward, creating dopamine, which is a neurotransmitter that is unstable in people with ADHD.

Encourage breaks and physical activity

Regular breaks and physical activity can enhance focus and productivity, potentially reducing overwhelm or stress from their workload.

Encourage employees to take short breaks to recharge, and consider implementing wellness programmes that promote physical activity, mindfulness, or relaxation techniques.

Standing desks can benefit people with ADHD by allowing them to get up when they are feeling hyperactive and need to move. Fidget toys and footrests can also help them keep moving and the repetitive movements can help them stay regulated and focused. Walking meetings are also helpful for people with the hyperactive type of ADHD.

By implementing active initiatives, businesses can create an environment that encourages and supports physical activity and regular movement, including fidgeting or ‘stimming’, ultimately improving employee satisfaction and leading to better retention rates.

Set realistic goals and help them conquer tasks

Help employees set achievable goals that align with their strengths and capabilities. If you request something from an employee with ADHD, it can be helpful to ask them what timeframe makes sense for them to provide you with what you need.

Once this is agreed, it may be helpful to ask for regular updates before the work is due just to make sure it remains at the top of their to-do list. Be constructive with any conversations around goals and don’t be afraid to discuss with them what will help them get work done in a timely fashion. Often, switching strategies helps keep professionals with ADHD engaged, through renewed novelty.

If you notice mistakes are being made regularly, it could be that they haven’t processed the instructions properly. You can assist by asking what their preferred communication type is. People with ADHD often benefit from multiple forms, such as an email with action points following a phone call, or live captions.

As with any employee, but especially those who thrive on reward, be sure to celebrate their accomplishments to help boost motivation and confidence.

Useful resources

ADHD Works https://www.adhdworks.info/

ADDitude magazine https://www.additudemag.com/

Access to work ADHD https://www.adhd-360.com/access-to-work-adhd/

Watch our webinar 'Empowering workplaces: navigating ADHD'.

The importance of ADHD understanding in education
4 mins read

The importance of ADHD understanding in education

​​

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults. It is characterised by symptoms of inattention, hyperactivity, and impulsivity, which can significantly impact daily life and functioning.

As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.

It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.

ADHD classifications

There are three clinically recognised types of ADHD, these are:

Inattentive type (ADHD-I)

Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.

Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.

Hyperactive-impulsive type (ADHD-HI)

Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.

Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.

Combine type (ADHD-C)

Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.

Common in: Both boys and girls, as it encompasses a broader range of behaviours.

However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.

Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.

Why is raising awareness so important in education?

Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.

Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.

Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.

Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.

As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.

Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.

Ideas to help raise awareness in your school

October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.

Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.

Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.

Watch our webinar 'Empowering workplaces: navigating ADHD'.

Alex Partridge, Founder of UNILAD and LADbible, on ADHD at work
5 mins read
  1. Featured

Alex Partridge, Founder of UNILAD and LADbible, on ADHD at work

​​When Alex was diagnosed with ADHD at 34, it was a moment that put the rest of his life – and career – in context. In our webinar, Alex reflected on that career, the challenges he faced, and how simple accommodations in the workplace can make a massive difference.

“I got diagnosed with ADHD about a year and a half ago at age 34,” Alex said, explaining how the condition impacted his entrepreneurial journey without him fully realising it.

“Looking back now, through the lens of ADHD, I can see why a lot of my early businesses failed.”

He recounted a story from his university days when he impulsively started a late-night pizza delivery service: “A week later, my interest in the idea evaporated and disappeared. That was one of 10 or 15 businesses that I started and subsequently abandoned before landing on the ones that did sustain my interest.”

This impulsivity and rollercoaster of interest are common traits of ADHD. It’s a condition that’s misunderstood by many, and Alex is on a mission to change that perception -especially in the workplace.

The challenges of ADHD in the workplace

One of the key issues Alex emphasised as part of the webinar with Reed was the disconnect between traditional office environments and the way ADHD brains function.

“When you're forced into an office that's not suited to your brain, it can lead to overstimulation and almost a shutdown,” he said.

“I remember working in a marketing agency in a busy office. The noise, the ping pong table, the constant chatter - it completely paralysed my ability to work. Yet, when I asked to work in a quieter space and be judged on my outcomes rather than my processes, my productivity skyrocketed.

“In just six weeks, I grew the company’s social media following from zero to eight million.”

This experience highlights how simple accommodations, such as offering quiet spaces or allowing flexibility in how tasks are completed, can transform an employee’s productivity.

Common misconceptions about ADHD

One of the biggest obstacles for neurodivergent individuals in the workplace is the stigma attached to ADHD.

Alex said many people still have outdated views: “A common misconception is that ADHD means you’re physically hyperactive and constantly moving around the office. But for many people, particularly women, ADHD is internalised - it's a racing mind rather than fidgety behaviour.”

He added that employers often assume people with ADHD can’t focus, which couldn’t be further from the truth: “People with ADHD don’t have a deficit of attention - they have an abundance of it.

“When we’re interested in something, we can laser in and focus better than most. The challenge is accommodating for those things that capture our attention.”

Another myth Alex addressed is that people with ADHD can’t handle leadership roles.

He said: “In reality, people with ADHD can thrive in leadership positions. The fast pace, high pressure, and need for constant novelty are perfect for us.”

Accommodations that make a difference

So, what can employers do to help their ADHD employees thrive?

“The most important thing employers can do is show they understand,” Alex said. “Create a safe space where employees feel comfortable asking for help without fear of discrimination.

“Something as simple as putting a policy notice on your website or bringing in neurodivergent speakers can make a huge difference.”

On a practical level, Alex suggested allowing flexibility in how and when work is completed.

“Not everyone works well in a nine-to-five structure,” he said, “some people might do 40 hours of work in just four hours if you let them work on their terms. Judge employees by their outcomes, not their processes.”

Other accommodations Alex suggested included offering quiet spaces, providing written instructions rather than verbal ones, and breaking down large projects into smaller tasks with mini-deadlines: “For people with ADHD, having smaller, achievable goals can reduce overwhelm and improve task initiation.

He also encouraged the use of tools like noise-cancelling headphones and fidget toys in the office.

“I always have a thumb stone with me when I’m working, it helps channel some of the physical hyperactivity,” he added. “Normalising these tools can help employees manage their ADHD in a productive way.”

Recognising the signs of ADHD in your employees

Alex said managers who are unsure of how to spot employees who might be struggling with ADHD should look out for signs of anxiety or be aware if someone is withdrawing from meetings or experiences sudden changes in their behaviour.

Employers who suspect someone has ADHD or another neurodivergent condition should approach the situation with care.

“Send a private email or have a private conversation,” Alex said. “Ask if there’s anything you can do to help and work with the employee to create a plan moving forward.

“It’s important to have regular check-ins to ensure that the support remains consistent and effective.”

A call for more awareness and action

Alex’s message is clear: accommodating neurodiverse employees isn’t just the right thing to do - it’s smart business.

“People with ADHD bring incredible creativity, problem-solving skills, and entrepreneurial thinking to the table. With just a few adjustments, they can be a massive asset to any company.”

Alex Partridge, Founder of UNILAD and LADbible

For employers, creating an inclusive environment where neurodivergent employees can succeed is not just about ticking boxes, it’s about recognising and celebrating different ways of thinking.

As Alex said: “The best ideas often come from the quietest minds in the room. You just need to give them the space and time to be heard.”

Through his podcast, ADHD Chatter, Alex continues to raise awareness, share stories, and advocate for change in how society and workplaces understand ADHD.

This article highlights only a small number of recommendations from Alex. If you didn’t get a chance to watch our fireside chat with him, you can watch the recording of the event below: