Differentiating the Complex from the Complicated

Type: Article
Topics: District & School Operations, Leadership Development, School Administrator Magazine

April 01, 2020

A new language of leadership and governance, prompted by social communication and digital access to knowledge
Quintin Shepherd
Through an agreement, Quintin Shepherd (front), superintendent in Victoria, Texas, tackles complex problems with the board, leaving district staff to iron out complicated issues.

The first time I came across the difference between the words complex and complicated was several years ago. I had just come through a difficult bond campaign in a fast-growing Iowa school district where I was superintendent. The $80 million bond referendum in 2017 was voted down by the community.

I learned a lot from that experience — notably that whether a bond campaign will be successful or not mostly depends on a good plan and a good communication campaign. In the Iowa district, we had a communications campaign that involved gathering input and holding community forums. I received some feedback from the community, but something in my DNA was telling me there was more than just traditional public communication at work.

When I subsequently encountered research literature about complex versus complicated decisions, it was as though a bell went off in my head, signaling to me this is where we had messed up. I believe I’ve now changed in how I lead with my board of education as superintendent of a 14,000-student district in south Texas and in the language we use.

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Quintin D. Shepherd

Superintendent

Victoria (Texas) Independent School District

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