Response to dawnES – “To Thine Own Self be True” – Light from Many Lamps Part 5

“To Thine Own Self be True” – Light from Many Lamps Part 5

Dawn, your post on authentic leadership is so helpful. I’ve been navigating a bit of the challenge of understanding authentic leadership vs. transformational leadership and how those two can be seen as distinct. Your post really brought some clarity for me and I’m very grateful for that. Thank you!

As far as your question at the end of your post, the tension between a leader’s desire for relationship with those around them with the reality that too much transparency may reduce the authority of the leader is very real. I know I struggle with that as a leader. Although I don’t have a definitive answer I have learned along the way that those around us already know we have weaknesses. Sometimes they see our weaknesses more clearly than we do! The first admission is that I’m not perfect, I have areas where I struggle and I promise that I will let you down as a leader.

I have found over time that in leadership relationships where I am willing to make that assumption, those around me rally with support, encouragement and increased commitment to the cause. Areas where I have weaknesses can be strengthened by others around me.

The difficulty is leanring to not be threatened or ashamed of those around us who have different strengths and who compensate for our weakness. This is the internal work that a leader has to go through to develop empathy, compassion and courage while managing this tension of desire for relationship and fear of transparency.

Response to jessicalaugsawatzky – light from many lamps week 6

light from many lamps week 6

Jessica, I really appreciate your encouragement to give authentic recognition to people around us as we journey through life. I love hearing about the impact of your parents on you and your siblings and how that has had a lasting effect on you throughout your life.

How you’ve highlighted the way you encourage people to lead and influence others regardless of their role, position or title is really encouraging, as well. We’ve been learning so much in this course about leadership being so much more about who we are as people and less about the authority I have because of my title or assignment. Your reminder that we can serve others in so many different capacities is so helpful and I’m sure those who work with you appreciate the encouragement as well.

May we all have the opportunity to leave the world a little better than we found it!

Coaching Conversation – Unit 6, Learning Activity 2

From my conversation with dizzybutterfly (a pseudonym, obviously), I learned she is a committed, dedicated teacher who cares deeply for students with developmental disabilities and particularly those who struggle with reading. She has operated as a servant leader in different situations without even knowing what that meant. Her passion for helping students succeed is clear and even from a short conversation, this is quite evident.

She has a growing desire to run her own company to help students who struggle with reading to thrive. She is convinced that every student has strengths which can be leveraged to help them overcome their weakness. To be able to do this, she would like to open a tutoring service which would require some business training and further research into the field. She feels the success of a tutoring service would rely on developing business skills such as business plan development and market analysis.

She has a solid grasp of her own abilities and how those can help children who struggle with reading. She also understands some of the gaps which exist between what she is capable of now and what will be required of her in the future. The steps to achieve her goal are clear and she has a good understanding of what will be required of her to achieve these next steps.

Light from Many Lamps – Abraham Lincoln – Unit 6

Abraham Lincoln’s ability to unite people around a cause is legendary and the focus of this story in Light from Many Lamps (Watson, 1951) is one more example. Lincoln’s second inauguration speech is remembered most for the first phrase of the closing paragraph. “With malice toward none; with charity for all” (Watson, 1951, p. 205) is the summary of the outcome Lincoln was hoping to express in this speech. As expressed by Elihu Root, “It is a living principle of action” (Watson, 1951, p. 206).

As I reflected on this story and the content of Lincoln’s speech, I couldn’t help but think about the current state of the presidency south of the border. While Lincoln is affirmed to be a man who “never willingly planted a thorn in any man’s bosom” (Watson, 1951, p. 206) the same cannot be said for today’s president.

The focus of my reflection is not political but instead an appreciation of Lincoln’s ability to bring unity to a divided country with the clear contrast of the division we see today in the United States.

Lincoln’s desire for the entire country to live with malice toward none, charity for all begins with him as a leader of impeccable character and personal resolve. Time and again Lincoln shows evidence of the four transformational leadership factors (Northouse, 2018) as developed by Bass (1985, as cited in Northouse, 2016) – idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Northouse, 2018, p. 169-171).

Personally, Lincoln has been a significant leadership influence for me and I had the opportunity in 2016 to visit the Lincoln Memorial as part of a quick visit to Washington, DC. To see the words of this speech engraved on the wall of the memorial (photo below) was a reminder to me of the impact of having malice toward none, charity for all in my own leadership.

There are times when I will disagree with someone but as soon as malice toward them starts to happen inside of me I’ve gone beyond the boundaries of what is acceptable as a leader. In fact, the words of Jesus remind me that “Anyone who says, ‘You fool!’ will be in danger of the fire of hell” (Matthew 5:22, New International Version). Extreme, perhaps, but it gets to the heart of the matter that our thinking toward those around us begins to influence our behaviour toward them as well.

At the same time, as a leader I have the opportunity and privilege of showing charity to those around me. Believing the best about people and the decisions they make do not come naturally but this speech of Lincoln’s is a good reminder of the power of a leader’s willingness to show charity to all.

Question
What are some specific habits you pursue in your life to keep malice subdued and to increase charity toward others?

Reference
Northouse, P. G. (2018). Leadership: Theory and Practice, Eighth Edition. Thousand Oaks, CA: Sage Publications.

Watson, L.E. (1951). Light from Many Lamps. New York: Simon and Schuster.

 

Organizational Employee Development Plan – Unit 6, Learning Activity 3

Employee development is meant to grow any organization’s key asset: people! Regardless of the industry, employees are the ones who develop and carry culture, who influence a customer’s experience, and who determine the impact and effectiveness of an organization.

I work at a church which is an industry with a relatively short history when it comes to employee development. Thankfully as senior leaders, we have already decided to make employee development a significant part of what we do and I feel we have a fairly robust system in place to help employees grow. At the same time, it’s always good to hit pause, take a step back, and evaluate the effectiveness of what you are currently doing to see where they could be some improvements. This is what I’ve done as I’ve considered an outline of an employee development plan for our organization using technology.

Three components to this employee development plan include orientation, on-going coaching and onward focus. Development is crucial in each of these layers yet the implementation will look different.

Orientation
An employee will never be as disoriented as they are on their first day on the job. Effective leveraging of this disorientation would be to build organizational citizenship behaviour from day one. Understanding an organization’s mission, vision and values while in this state of heightened disorientation means the impact of these can be strengthened and deepened in the life of the employee. Understanding how staff values shape the way we interact with other staff, with congregation members and with community residents is an important factor in employee and organizational success.

Although personal contact and interaction is a priceless vehicle for delivering information, using video, websites and digital tools like Google Drive allows us to leverage technology in presenting mission, vision and values to new employees as part of their orientation.

Orientation also gives managers the opportunity to explain “standardization of work processes” (Damanpour, 1991, as cited in Kandampully, Belgian & Tingting, 2016, p. 158). Employees who understand these processes and the reasons behind them are then freed up to innovate within this common script or shared behaviour across the organization. As Kandampully, Belgian & Tingting affirm (2016), many contemporary organizations have a desire for innovation and employees (rather than managers) are often the right people to encourage, value and reward toward these new ways of thinking.

On-going Coaching
Once an employee is comfortable in their role on-going development moves from orientation to coaching. These should be regular and expected. Each employee knows that once a month they have a dedicated meeting with their manager to talk about their performance and give them an opportunity to ask questions.

Technology to track an employee’s progression on certain projects is definitely helpful when it comes to coaching and on-going development. Project management software like Trello or Asana can be used to facilitate this on-going coaching.

Coaching creates a culture where every employee is seen as valuable and has a voice to speak into the overall function of the organization. Opportunities for innovation and co-creation can often begin in these regular, expected, safe, trust-filled coaching conversations between managers and employees.

An employee who understands that their manager cares for them personally and not just for the work they do will become much more effective in both the work they are doing and in their effectiveness for the organization. As Dan Rockwell (2017) says, “Effective improvement is always self-development.” And this is a two-way street. As an employee improves under a manager’s coaching their desire for development increases. And as an employee is encouraged to grow and develop through coaching and challenges, their effectiveness will also improve.

Onward Focus
Along with orientation and coaching, there should be a desire that an employee would succeed within an organization and find a long-term opportunity as they continue to grow. Performance reviews can be part of seeing this happen but entering into conversations between the manager, the employee and senior leadership around possible career paths and succession planning become a key component of employee development.

Technology then becomes incredibly valuable for on-going education. If an employee is succeeding in a role but needs to gain skills to continue in their growth, online learning or video-based resources become so valuable to help the employee develop while not being forced to leave their current position or the organization.

Conclusion
Starting with the conviction that employees are the most significant asset in an organization, these forms of employee development including orientation, on-going coaching and onward focus help to promote organizational citizenship behaviour and innovation in a service-oriented culture.

Reference
Kandampully, J., Bilgihan, A., & Zhang, T. C. (2016). Developing a people-technology hybrids model to unleash innovation and creativity: The new hospitality frontier. Journal of Hospitality and Tourism Management, 29, 154-164.

Rockwell, D. (2017, March 5) The Anatomy of Performance Enhancing Coaching Conversations.

Andragogy: Leadership and Learning – Unit 6, Learning Activity 1

Andragogy is meant to help understand the role of the learner’s experience in adult education. The distinctions between andragogy as education for adults and pedagogy as education for children need to be understood to help both the teacher and the student succeed.  The challenges of going back to school at 41 while also working full time as part of an incredible staff team in a senior leadership position has given me fresh eyes as both a learner and a leader.

Malcolm Knowles’ six assumptions about andragogy give some clarity to help understand both the overarching experience of an adult learner as well as to my own experience of andragogy.

  1. As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being.
    The fact that I’m in this program now is evidence of the truth of this assumption! Although I attended university after high school, my own personal motivation to further my own education now is a result of 20 years of maturity, life experience and a desire to continue to move forward. Understanding now why I am continuing my education is very much a self-directed decision.
  2. An adult accumulates a growing reservoir of experience, which is a rich resource for learning.
    When it comes to leading others, part of my desire is to help equip people where they are able to take on the work they are doing without my direction. As a learner grows in their experience they should grow in competency but also in their understanding of how they can become better as they grow. Helping adult learners move beyond simply gaining skill has been a key function of my own leadership. 
  3. The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.
    As children, students learn because they are required to go to school or there may be family pressures toward pursuing education. For adults, the requirements of a job or a desire for future opportunities mean that the function of education is much different.For myself, the requirements of my current job as well as what I would like to pursue in the future have helped to influence and shape my readiness for this program. My focus isn’t on simply completing the courses or doing the work but in developing as a leader and becoming better in my role.

     

  4. There is a change in time perspective as people mature – from future application of knowledge to immediacy of application. Thus, an adult is more problem than subject centered in learning.
    As a leader, helping an adult who serves as a musician on our worship team means teaching them how they help us solve the problem of leading the congregation in worship every Sunday across our church’s three locations. The reality of family, work and other responsibilities means adults only have a narrow bandwidth when it comes to learning new tasks, resulting in an increased focus in helping to solve the immediate problem in front of them. 
  5. Adults are mostly driven by internal motivation, rather than external motivators.
    As a pastor this has been something I have had to learn as a leader. When it comes to motivating people to be involved in ministry we are very dependant on growing internal motivation simply because the resources for external motivation are simply not available. Internal motivators such as achieving goals, helping to launch new locations of our church, becoming a more skilled team of musicians and to see the impact in the lives of people in our congregation are all examples of how I have helped adults learn as they participate in different volunteer teams in our church. 
  6. Adults need to know the reason for learning something.
    This assumption has become very clear to me even in the first half of this course. Because I understand the reasons for the learning I’m doing in this program I am more motivated, dedicated and focused. The learning I’m doing is not specifically for the benefit of understanding the content but in becoming a better leader, growing in current and future opportunities. 

I’m grateful for these six assumptions of andragogy and how they help to give language and understanding to my own experience as both leader and learner when it comes to adult education.