Class on Leadership
Have you ever felt as if you know something, but you aren’t always sure you can describe it to someone? Like the expression, “I can’t describe it, but I know it when I see it.” During the course of study on leadership, that is how I feel from time to time. I’ve know many people in leadership positions. Most were leaders by virtue of the position they held. They were leaders because they had followers. They were leaders because they said so. Some used their position as leader to threaten and intimidate. Others used their position to hide behind. Still others used it to motivate those who followed.
Needless to say, those leaders who used their power as a weapon were more difficult to work with than those who were inclined to motivate. That is not to say that thing didn’t get done under the mighty hand of intimidation. On the contrary, a lot of work was completed. The short term benefits were good. T’s were crossed, I’s were dotted and goals were met. But the price was high; usually it came in the form of low morale. I will spend no time here digging into the past of any individual to find out why s/he turned out to be a particular kind of leader. Instead, I will address the types of leadership and those factors or characteristics that effective leaders have in common.
There is no great mystery or a vault somewhere holding the secrets to what makes anyone an effective leader. I suppose the great debate might be whether leaders are born with an innate ability to lead, or whether leadership can be taught to anyone. Nature versus nurture suggests one or the other. I’m not sure you can separate the two.
As I begin to write, it seems necessary to clarify that when I use the term leadership, I am not equating it with management. I see the two as very different. While a single person can be an effective leader and a productive manager, the roles are not the same. Leadership is the act of having a vision: the ability to see what is coming down the road and what long term goal is needed to match the vision. It means inspiring those who are getting the actual work done to accept the vision and willingly follow along. The manager’s role is to organize the resources, make an action plan, and see that things get done. I don’t wish to draw too hard a line dividing the two. Certainly the roles can easily go hand-in-hand and one person can function in both capacities, but they are not the same; their purpose is not the same.
These definitions get in the way a bit. When reading the literature, the two words leadership and management are sometimes used interchangeably. Not everyone sees a difference. By example, I sit as the Chair of the Steering Committee for application to the Higher Learning Commission as we apply for regional accreditation. At any given moment I am required to act as a manager or as a leader. I understand how people can see the two interlocking, but I maintain that even though I’m called upon to be both, I am not both at the same time. When I am presenting to the larger population of the college about what regional accreditation is and how each individual benefits from such a move, I see myself as a leader, someone who knows how we as a college and as individuals will evolve through the transition and benefit by the achievement. When I’m organizing the people into committees and designating Chairs and providing the necessary resources, I am a manager. I’m finding the demands of leader and manager to be weighty in responsibility. The challenges are great as I try to be good at both.
Of all the words that I’ve read that are used to describe a good leader, the one I’m drawn to the most or, better yet, the one that moves me the most, is Authenticity. Inherent in being authentic is some basic components that are important. Trust is one of them: “Authenticity in a leader generates trust from others. Trust is an elusive quality, but in its absence almost nothing is possible.”[1] Trust goes beyond the simplicity of truth or lies. It is the supporting structure that faith is built on. For a leader to build faith in those she wishes to follow her, she must be honest. But beyond that, her followers must believe in her vision, her ability to lead, and her commitment to see things through. Leading with authenticity is foremost in building the trust needed if others are to embrace the vision, whether it be for change, growth, development, or any project that needs completion.
Perhaps synonymous with the word authenticity when describing leadership is the word integrity. Stephen Covey provides Ten Power Tools needed for effective leadership. The tenth tool, certainly not the least, is Integrity, “honestly matching words and feelings with thoughts and actions, with no desire other then for the good of others, without malice or desire to deceive, take advantage, manipulate , or control, constantly reviewing your intent as you strive for congruence.”[2] Congruence refers to the similarities between the leader and the follower, where each person or party is embracing the same or a common goal. Trust is built with integrity. Integrity is built on competency.
It is not enough to talk the talk of integrity. It must be supported by a skilled and experienced person who knows what it takes to be a leader. When people count on someone to reach for a vision and see things through, they are putting their trust in someone they believe is equipped to function in a demanding and powerful position. The power to lead people to reach beyond themselves, to embrace change in order to grow and come to a higher level of opportunity demands that the leader understand what is needed from her and the followers. While promoting such growth and change, a leader is ultimately asking for risks to be taken. How else can one be persuaded to take risks if the risk taker doesn’t trust the leader? Through experience, leaders “get to know the skills as motivating tasks of their constituents. They set goals that are higher than current levels, but not so high people feel only frustration.” [3]
As growth is achieved, or an individual develops a new skill, or the next level is attained, how do good leaders keep the faith of the stakeholders? Isn’t there enough value in a job well done? Isn’t the payoff intrinsic in achieving the goal or vision? It seems it takes a very impressive person who is complete, in and of her/himself, to answer yes to those questions. In fact, the majority of us are in great need of positive feedback for what we do. That we receive a paycheck for doing our job is not enough. However, according to Kouzes and Posner, only 40% of workers in North America say they receive any recognition for a job well done. The same is true for recognition of outstanding individual performance.
It is extraordinary that it is so difficult to give praise, and equally amazing how far a little praise can go. A strong, competent leader understands this. But let’s take it one step further. How do you go about showing recognition? Is it a one-size-fits-all proposition? Recently, a number of faculty-advisors were replaced with a full-time advisor in the college I work in. Each faculty-advisor has his or her own unique perspective on students that no one else in the college had or would ever have again. They were one of a kind. One day, all the faculty-advisors were informed that they were being replaced. There was no fanfare, no handshake, no anything. Nothing, that is, until the day of faculty development, where each faculty-advisor, without prior notice, was asked to stand and receive a plaque naming her/him “outstanding” at what they do, or I should say did. The faculty-advisors were uncomfortable, confused and taken off-guard. It was very painful to witness this. It didn’t go over as the administration hoped.
Several days later, one of the now former faculty-advisors came to me. He was clearly upset and wanted some direction. Listening to him, it became clear that what administrators had done wrong was not the plaque, but the dismissal in an out-of-hand way. The faculty-advisors wanted someone to recognize them for who they were and what they can contribute in training the new full-time advisors. They weren’t looking for anything more than the respect they deserved for the work they did. The plaque they received only reminded the faculty-advisors that they were no longer needed. In our haste to get full-time advisors in place, the administration forgot the people who had been doing the job all along, and doing the job well at that. Through a sort of mediation, the entire advising group met to work through this.
To this day, I still get the impression that the wounds inflicted by not recognizing the faculty-advisors properly are not completely healed over. Maybe they never will be. I’m not sure one can go back after the damage is done. But this is a good example of how recognition is a personal thing. Plaques and awards may have their place, but when the individual gets lost while being recognized, something is wrong. “What it comes down to is thoughtfulness; how much effort you put into thinking about the other person and what makes the recognition special for that person. It means observing an individual and asking: What could I do to make sure that she never forgets how much she means to us? What can I do to make sure he always remembers how important his contributions are?”[4]
A leader who understands the contributions of others has at least one of the characteristics of a transformational leader. A transformational leader understands that, through a collaborative effort, everyone contributes to the success of an organization and that everyone evolves with the achievement of goals set forth. On the other hand, transactional leaders take the view that things get done because there is a task that must be accomplished. For employers, the transaction is that there are employees, they work and they are paid for that work. When the work is completed and the goal is met, another goal is set and the work continues. Transactional leaders are not necessarily visionaries where evolution or change is concerned.
Effective leadership starts with a vision and a shared purpose, with everyone involved. This vision must include a good idea of where things are going and cannot rest solely on dreams. It may begin there, but a dream evolves into reality through a plan with individuals in place to see the plan through. When we see ourselves as part of the vision, we evolved as the vision becomes reality. In a very practical sense, this evolution may include new skills developed along the way. In a more philosophical sense, it may mean a new view of self for individuals. Either way, everyone has gained and everyone has moved forward.
There are a number of approaches to assessing leadership. One way is to define the attributes of good leadership, as in John Maxwell’s The 21 Indispensable Qualities of a Leader. Maxwell believes that with these 21 qualities people can become the person others want to follow. The 21 qualities breakdown as follows: character, commitment, communication, competence, courage, discernment, focus, generosity, initiative listening, passion, positive attitude, problem solving, relationships, responsibility, security, self-discipline, servanthood, teachability, and vision. Maxwell doesn’t expect an individual to spring forth with all these qualities. On the contrary, he asks the question of whether we are willing to refine, develop and commit ourselves to the task of becoming a good leader. Perhaps this takes us back to the original question of whether one is born a leader or can be taught.
At this point I would say that neither is true or completely accurate. I would agree that a person’s general nature could lead her to be effective. I also believe that one’s general nature could stand in the way of her becoming an effective leader. So then it becomes more of an issue of development. Can an individual development into an effective leader? Yes. Can anyone develop into an effective leader? I agree with Maxwell, that only if one “…understands that becoming a leader takes time. The Law of Process says that leadership develops daily, not in a day. Part of a leader’s development comes from learning the laws of leadership, for those are the tools that teach how leadership works. But understanding leadership and actually doing it are two different activities.”[5]
It is clear that there is a certain amount of trial and error involved in developing leadership. But ultimately what makes a good leader is found not on what shows on the outside, like degrees or tailored clothes or even experience by itself. Every author I’ve read in one way or another believes and agrees that leadership starts within. Jim Collins would not use the word develop. He uses the word evolves to describe an individual who works to become a Level 5 leader. Level 5 is the pinnacle of effective leadership. It is the place where vision and altruism come together. “…the capability resides within them, perhaps buried or ignored, but there nonetheless. And under the right circumstances – self-reflection, conscious personal development, a mentor, a great teacher, loving parents, a significant life experience, a Level 5 boss, or any number of other factors – they begin to develop.”[6]
A leader who sees the greater good of growth in others and the growth of the organization in which she takes responsibility is a Level 5 leader. The human condition can play role in stalling an individual from achieving such a level. Circumstance beyond one’s control, learned behavior, poor training - these are only a few of the stumbling blocks. After it is all said and done, looking inward and making the choice to be effective is not impossible. I find myself on the leadership path and now realize every day that the leader I am is the leader I choose to be.
[1] Kerry Bunker & Michael Wakefield, Leading with Authenticity in Times of Transition, Center for Creative Leadership, 2005, pp 9 - 10
[2] Robert Covey, Principle-Centered Leadership, Stephen R. Covey, 1991, p 171
[3] James Kouzes, Barry Posner, The Leadership Challenge, John Wiley & Sons, 1995, p 66
[4]James Kouzes & Berry Posner, Encouraging the Heart, Jossey-Bass, Inc., 1999 p95
[5] John Maxwell, The 21 Indispensable Qualities of a Leader, Maxwell Motivation, Inc, px
[6] Jim Collins, Good to Great, Jim Collins, p37
Needless to say, those leaders who used their power as a weapon were more difficult to work with than those who were inclined to motivate. That is not to say that thing didn’t get done under the mighty hand of intimidation. On the contrary, a lot of work was completed. The short term benefits were good. T’s were crossed, I’s were dotted and goals were met. But the price was high; usually it came in the form of low morale. I will spend no time here digging into the past of any individual to find out why s/he turned out to be a particular kind of leader. Instead, I will address the types of leadership and those factors or characteristics that effective leaders have in common.
There is no great mystery or a vault somewhere holding the secrets to what makes anyone an effective leader. I suppose the great debate might be whether leaders are born with an innate ability to lead, or whether leadership can be taught to anyone. Nature versus nurture suggests one or the other. I’m not sure you can separate the two.
As I begin to write, it seems necessary to clarify that when I use the term leadership, I am not equating it with management. I see the two as very different. While a single person can be an effective leader and a productive manager, the roles are not the same. Leadership is the act of having a vision: the ability to see what is coming down the road and what long term goal is needed to match the vision. It means inspiring those who are getting the actual work done to accept the vision and willingly follow along. The manager’s role is to organize the resources, make an action plan, and see that things get done. I don’t wish to draw too hard a line dividing the two. Certainly the roles can easily go hand-in-hand and one person can function in both capacities, but they are not the same; their purpose is not the same.
These definitions get in the way a bit. When reading the literature, the two words leadership and management are sometimes used interchangeably. Not everyone sees a difference. By example, I sit as the Chair of the Steering Committee for application to the Higher Learning Commission as we apply for regional accreditation. At any given moment I am required to act as a manager or as a leader. I understand how people can see the two interlocking, but I maintain that even though I’m called upon to be both, I am not both at the same time. When I am presenting to the larger population of the college about what regional accreditation is and how each individual benefits from such a move, I see myself as a leader, someone who knows how we as a college and as individuals will evolve through the transition and benefit by the achievement. When I’m organizing the people into committees and designating Chairs and providing the necessary resources, I am a manager. I’m finding the demands of leader and manager to be weighty in responsibility. The challenges are great as I try to be good at both.
Of all the words that I’ve read that are used to describe a good leader, the one I’m drawn to the most or, better yet, the one that moves me the most, is Authenticity. Inherent in being authentic is some basic components that are important. Trust is one of them: “Authenticity in a leader generates trust from others. Trust is an elusive quality, but in its absence almost nothing is possible.”[1] Trust goes beyond the simplicity of truth or lies. It is the supporting structure that faith is built on. For a leader to build faith in those she wishes to follow her, she must be honest. But beyond that, her followers must believe in her vision, her ability to lead, and her commitment to see things through. Leading with authenticity is foremost in building the trust needed if others are to embrace the vision, whether it be for change, growth, development, or any project that needs completion.
Perhaps synonymous with the word authenticity when describing leadership is the word integrity. Stephen Covey provides Ten Power Tools needed for effective leadership. The tenth tool, certainly not the least, is Integrity, “honestly matching words and feelings with thoughts and actions, with no desire other then for the good of others, without malice or desire to deceive, take advantage, manipulate , or control, constantly reviewing your intent as you strive for congruence.”[2] Congruence refers to the similarities between the leader and the follower, where each person or party is embracing the same or a common goal. Trust is built with integrity. Integrity is built on competency.
It is not enough to talk the talk of integrity. It must be supported by a skilled and experienced person who knows what it takes to be a leader. When people count on someone to reach for a vision and see things through, they are putting their trust in someone they believe is equipped to function in a demanding and powerful position. The power to lead people to reach beyond themselves, to embrace change in order to grow and come to a higher level of opportunity demands that the leader understand what is needed from her and the followers. While promoting such growth and change, a leader is ultimately asking for risks to be taken. How else can one be persuaded to take risks if the risk taker doesn’t trust the leader? Through experience, leaders “get to know the skills as motivating tasks of their constituents. They set goals that are higher than current levels, but not so high people feel only frustration.” [3]
As growth is achieved, or an individual develops a new skill, or the next level is attained, how do good leaders keep the faith of the stakeholders? Isn’t there enough value in a job well done? Isn’t the payoff intrinsic in achieving the goal or vision? It seems it takes a very impressive person who is complete, in and of her/himself, to answer yes to those questions. In fact, the majority of us are in great need of positive feedback for what we do. That we receive a paycheck for doing our job is not enough. However, according to Kouzes and Posner, only 40% of workers in North America say they receive any recognition for a job well done. The same is true for recognition of outstanding individual performance.
It is extraordinary that it is so difficult to give praise, and equally amazing how far a little praise can go. A strong, competent leader understands this. But let’s take it one step further. How do you go about showing recognition? Is it a one-size-fits-all proposition? Recently, a number of faculty-advisors were replaced with a full-time advisor in the college I work in. Each faculty-advisor has his or her own unique perspective on students that no one else in the college had or would ever have again. They were one of a kind. One day, all the faculty-advisors were informed that they were being replaced. There was no fanfare, no handshake, no anything. Nothing, that is, until the day of faculty development, where each faculty-advisor, without prior notice, was asked to stand and receive a plaque naming her/him “outstanding” at what they do, or I should say did. The faculty-advisors were uncomfortable, confused and taken off-guard. It was very painful to witness this. It didn’t go over as the administration hoped.
Several days later, one of the now former faculty-advisors came to me. He was clearly upset and wanted some direction. Listening to him, it became clear that what administrators had done wrong was not the plaque, but the dismissal in an out-of-hand way. The faculty-advisors wanted someone to recognize them for who they were and what they can contribute in training the new full-time advisors. They weren’t looking for anything more than the respect they deserved for the work they did. The plaque they received only reminded the faculty-advisors that they were no longer needed. In our haste to get full-time advisors in place, the administration forgot the people who had been doing the job all along, and doing the job well at that. Through a sort of mediation, the entire advising group met to work through this.
To this day, I still get the impression that the wounds inflicted by not recognizing the faculty-advisors properly are not completely healed over. Maybe they never will be. I’m not sure one can go back after the damage is done. But this is a good example of how recognition is a personal thing. Plaques and awards may have their place, but when the individual gets lost while being recognized, something is wrong. “What it comes down to is thoughtfulness; how much effort you put into thinking about the other person and what makes the recognition special for that person. It means observing an individual and asking: What could I do to make sure that she never forgets how much she means to us? What can I do to make sure he always remembers how important his contributions are?”[4]
A leader who understands the contributions of others has at least one of the characteristics of a transformational leader. A transformational leader understands that, through a collaborative effort, everyone contributes to the success of an organization and that everyone evolves with the achievement of goals set forth. On the other hand, transactional leaders take the view that things get done because there is a task that must be accomplished. For employers, the transaction is that there are employees, they work and they are paid for that work. When the work is completed and the goal is met, another goal is set and the work continues. Transactional leaders are not necessarily visionaries where evolution or change is concerned.
Effective leadership starts with a vision and a shared purpose, with everyone involved. This vision must include a good idea of where things are going and cannot rest solely on dreams. It may begin there, but a dream evolves into reality through a plan with individuals in place to see the plan through. When we see ourselves as part of the vision, we evolved as the vision becomes reality. In a very practical sense, this evolution may include new skills developed along the way. In a more philosophical sense, it may mean a new view of self for individuals. Either way, everyone has gained and everyone has moved forward.
There are a number of approaches to assessing leadership. One way is to define the attributes of good leadership, as in John Maxwell’s The 21 Indispensable Qualities of a Leader. Maxwell believes that with these 21 qualities people can become the person others want to follow. The 21 qualities breakdown as follows: character, commitment, communication, competence, courage, discernment, focus, generosity, initiative listening, passion, positive attitude, problem solving, relationships, responsibility, security, self-discipline, servanthood, teachability, and vision. Maxwell doesn’t expect an individual to spring forth with all these qualities. On the contrary, he asks the question of whether we are willing to refine, develop and commit ourselves to the task of becoming a good leader. Perhaps this takes us back to the original question of whether one is born a leader or can be taught.
At this point I would say that neither is true or completely accurate. I would agree that a person’s general nature could lead her to be effective. I also believe that one’s general nature could stand in the way of her becoming an effective leader. So then it becomes more of an issue of development. Can an individual development into an effective leader? Yes. Can anyone develop into an effective leader? I agree with Maxwell, that only if one “…understands that becoming a leader takes time. The Law of Process says that leadership develops daily, not in a day. Part of a leader’s development comes from learning the laws of leadership, for those are the tools that teach how leadership works. But understanding leadership and actually doing it are two different activities.”[5]
It is clear that there is a certain amount of trial and error involved in developing leadership. But ultimately what makes a good leader is found not on what shows on the outside, like degrees or tailored clothes or even experience by itself. Every author I’ve read in one way or another believes and agrees that leadership starts within. Jim Collins would not use the word develop. He uses the word evolves to describe an individual who works to become a Level 5 leader. Level 5 is the pinnacle of effective leadership. It is the place where vision and altruism come together. “…the capability resides within them, perhaps buried or ignored, but there nonetheless. And under the right circumstances – self-reflection, conscious personal development, a mentor, a great teacher, loving parents, a significant life experience, a Level 5 boss, or any number of other factors – they begin to develop.”[6]
A leader who sees the greater good of growth in others and the growth of the organization in which she takes responsibility is a Level 5 leader. The human condition can play role in stalling an individual from achieving such a level. Circumstance beyond one’s control, learned behavior, poor training - these are only a few of the stumbling blocks. After it is all said and done, looking inward and making the choice to be effective is not impossible. I find myself on the leadership path and now realize every day that the leader I am is the leader I choose to be.
[1] Kerry Bunker & Michael Wakefield, Leading with Authenticity in Times of Transition, Center for Creative Leadership, 2005, pp 9 - 10
[2] Robert Covey, Principle-Centered Leadership, Stephen R. Covey, 1991, p 171
[3] James Kouzes, Barry Posner, The Leadership Challenge, John Wiley & Sons, 1995, p 66
[4]James Kouzes & Berry Posner, Encouraging the Heart, Jossey-Bass, Inc., 1999 p95
[5] John Maxwell, The 21 Indispensable Qualities of a Leader, Maxwell Motivation, Inc, px
[6] Jim Collins, Good to Great, Jim Collins, p37
posted by TCW at 10:14 AM
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