Leading Change in the Entrepreneurially-Focused Organization, By Joseph Erba

Successfully leading an organization of any form or size must incorporate the leader’s vision with a well-grounded strategy of how the organization will move towards that vision. The premise here is that the term “entrepreneurial” refers to a mindset of thoughts and actions rather than venture creation; which can be an outcome of this mindset, but not a prerequisite of such. Those actions include allowing innovation to thrive by redefining the definition of “failure” and executing a strategy through proactive forays into existing and new market arenas.

It’s fair to say that in order to implement a strategy, the leaders must be able to effectively manage the resources at their disposal, albeit financial, operational and most importantly, the human resources of the firm. If we accept the basis that “ Management” focuses on the transformation of inputs into outputs, on maximizing the available resources at their disposal and coordinating those resources for the benefit of achieving goals and objectives, we can also contend that “Leadership” focuses on exploiting the corporate capabilities of the organization to reach their objectives, while also exploring how to challenge and change these capabilities in order for the organization to stay relevant and build some level of sustainable competitive advantages.

Yet regardless of how dynamic or charismatic a leader or leadership group is, or how compelling their value proposition may be to their internal and external audiences, a series of fundamental challenges face them at every turn.

These challenges include defining (or in some cases redefining) the direction of the company in light of an ever-changing business environment, assessing the capabilities and competencies of the teams of managers and contributors that form the core capabilities of the organization, while attempting to address the societal challenges of changing demographics and lifestyles in the environments served.

So in a rather simple way, we can say that a leader is a juggler, a balancer, an individual framed in the present, but focused on the future. As these leaders articulate their visions, their missions and goals for their organizations, their role becomes one of a communicator, one of supporting the messages presented both vertically and horizontally through their organizations.

In the context of corporate entrepreneurship, we understand that the three drivers of innovation, risk-taking and proactive behaviors create another set of compelling challenges, especially when the organization is facing some level of change (such as redefining their markets, renewing their strategic direction or looking externally for available partnerships). The premise here is that change in itself is no longer an “event” rather an integral part of the strategy of the firm.

Yet embracing change requires constant and consistent messaging. Communicating throughout the organization must be effective enough to challenge the organization to move beyond the comfort levels of their current positions to areas of potential uncertainty without disrupting the balance of the organization.

Studies have indicated that these efforts of communicating throughout the organization are steeped in a process of social learning involving the roles that each person (leadership, managerial or individual contributors) has assumed either formally or informally throughout the organization.

As organizational members interact and exchange information, roles and role expectations develop. As roles develop, leadership takes on the task of “architecting” these interactions. The leadership goal here is to assure that these interactions foster effective exchanges of information between the role players, so that there is a shared understanding of the strategies and goals, while creating some congruence between the organization and the follower’s self-interests.

For many of us who have experienced “managing“or being managed, we understand that the process entails a wide variety of behaviors, both formal and informal. We accept that there may be a difference in expectations of the people interacting with managers/leaders. These differences of expectations create the opportunity for conflict. These differences center around personal beliefs of what the organization needs to accomplish, how it should be accomplished and who should be accomplishing it. These differences are driven by experiences, based on someone’s primary functional position within the firm or their actual or perceived “positional” power within the company.

All these different roles and/or beliefs lead to disconnections over which roles to play and the possibility of inconsistent messaging. Here, leadership and all levels of management need alignment or uncertainly prevails, leading to tension and role conflicts. If managers themselves are in conflict with their roles, organizational dysfunction forms. People avoid challenges (the opportunities for innovation, risk-taking and proactiveness); creating stress on the organization, people decide to leave (usually the best and the brightest) and the organization is stymied.

Therefore, the concept of consensus on the dominate logic (shared understanding on the need for change) is critical to effective leadership. This leads to a shared understanding, role clarity and hopefully greater trust throughout the organization.

Last, leadership needs some mechanisms to develop this consensus and trust to support their strategic directions. This leads us to three possible measures; market controls (objective criteria for evaluating new ideas/opportunities), bureaucratic controls (standardized behaviors and performance assessment) and clan controls that rely on the corporate culture to create a feeling of belonging while reinforcing the values of the organization.

References: Morris, M., Kuratko, D. and Covin, J., Corporate Entrepreneurship & Innovation; 2e, 2008

Author:

Joseph Erba

Professor of Practice
The University of North Carolina at Greensboro (UNCG)

Experience is the Best Teacher…Wanna Bet?, By Preston Yarborough

“We learn from experience that men never learn anything from experience.” --George Bernard Shaw

Just like many leadership educators, I believe in experiential learning. That having been said, G. B. Shaw had a point. Visit my office and I’ll prove it.

Darren is a colleague of mine. He’s sharp, witty, focused, prepared, and maintains an air of comfortable composure. I admire his work ethic and would love to emulate him. His office is the picture of organized efficiency: clean desk, file folders labeled and systematically arranged, and he effortlessly processes his work. When I’m at my best, I feel like I’m in the “Darren Zone.” Unfortunately I don’t find my way to the DZ all that often.

Like a mythical beast, clutter blocks my path to the DZ. I feed the beast daily when I’m too hurried to file documents or when I refuse to throw stuff away. I gauge where files are by how recently I last used them. If it’s been awhile, it’s probably at the bottom of a stack. More recent items are likely on top. It takes a minute or three of shuffling to locate most anything. This amuses the beast.

I’m embarrassed and ashamed. Do I know why my office looks this way? Yes. Do I know from experience this system holds me back? Absolutely. But experience can be a lousy teacher.

If experience isn’t going to teach me, how might I slay this beast? Warren Bennis offered insight in his book, On Becoming a Leader:

Your accumulated experience is the basis for the rest of your life, and that base is solid and sound to the degree that you have reflected on it, understood it, and arrived at workable solutions.

Bennis’ quote bears repeating, “Accumulated experience …. is solid and sound to the degree that you have reflected on it, understood it, and arrived at a workable solution.” Reflection and Understanding are keys to upacking insight from experience.

Reflection is different from merely remembering, recording, or reporting experience. When we reflect, we take time to consider experience from multiple perspectives. Through this process, we can enhance our understanding of self and others.

We may reflect inwardly (on ourselves) on by examining our observations, thoughts, feelings, and actions. We reflect outwardly (on others) through examining our perceptions of others' actions and our interpretation of others’ thoughts and feelings.

Fine practitioners of the reflective arts are intentional and systematic. They choose a specific, personal development goal as a focal point for reflection. They will describe the experience, examine it, articulate their learning, and apply insights to improve their performance.* Consider this example:
GOAL: I want to keep a more organized office.
DESCRIBE ACTIONS: I can reflect on my day and consider the times I filed things away (constructive goal behavior) versus the times I did not (destructive goal behavior).
EXAMINE: What factors (thoughts, feelings, & conditions) helped me follow through on my goal? What factors hindered me? What decisions could I have made differently to perform better? How might I prepare myself so that I improve next time?
ARTICULATE LEARNING: I now convey what I learned from this personal inquiry. This reflective process helps me understand factors that influence my behavior, how to make proactive decisions, and to prepare myself for success. I will now set a plan according to these insights. Insights mean little if they aren’t converted into action.

Reflection is most powerful when it is objective. The point isn’t to justify one’s self—but rather to seek deeper understanding. Once we develop understanding, then we have increased our ability to develop workable solutions.

Those who learn the art of reflection turbocharge their capacity for self-growth. Reflection is at the heart of personal development, but it is not as easy as it sounds. It takes practice. Participating in group reflections (verbal), reflective journaling (written), and leadership coaching (verbal) are all excellent ways to practice reflection. Each of these processes helps you learn how to reflect on relevant issues, broaden your observational awareness, and enhance your ability to discern insights from experience. Don’t be discouraged if early efforts seem hollow, unsatisfactory, or even frustrating. It’s part of the process. Once it clicks for you, you’ll never turn back. And you will differentiate yourself from those who mistakenly believe that experience will teach them all they need to know.

* Describe, Examine, and Articulate Learning are described in the DEAL model of critical reflection by Patti Clayton, PhD
Author:
Preston Yarborough, Ph.D.
Assistant Director of Leadership
The University of North Carolina at Greensboro (UNCG)

Leaders Change™ Principle 2, By Dianne Garrett

A leader’s job is change - to lead change in your organization and in yourself.

Our conscious brain generates about 10% of our decisions. Surprised at the low number? Furthermore, if that is true, where do the remaining 90% of our decisions come from?* The answer is the unconscious. And one part of our unconscious is our habits – repeated actions or thoughts that become standardized into our behavior. The old adage “We are our habits” now has neuroscience research backing.

As leaders, we need to learn about habits. In order to model the way and influence others to their greatness, we need to be aware of our own habits as well as have the ability to assist others in their awareness and changeability. So, the question for this writing is ‘What can leaders do to facilitate the brain to create habits that help us be better?'

Principle 2: Habits are a Brain Efficiency System
Have you ever driven to work and not remembered driving to work? Scary, isn’t it? Well, that experience is led by the part of your brain, the basal ganglia, which governs routine behaviors. Storing our routine behaviors is our brain’s way of conserving energy. How wonderful is that…our brain helps itself by being energy efficient. How can we use this efficiency system function in our brain to help us live a great life of intended habits?

First a little background information. In his book Quiet Leadership, Dr. David Rock explains that our habits are like the Grand Canyon. Just like the years and years of Colorado River water flow cutting a pathway through the rock of the Grand Canyon, repeated thoughts form pathways in the brain. Now think about how difficult it would be to change the water flow out of its repetitive pattern; it’s the same with our habits - changing them is very difficult. Dr. Rock tells us that it’s much easier to start a new habit instead of trying to change an old one.

In order to change, here are a few thoughts on an executable process from Dr. Kevin Ochscner, one of the founding fathers of the social neuroscience field.

1. Leaders need to work BOTH the habit systems as well as our thinking
systems. In business, leaders tend to work the thinking system only.
2. Most often our leadership feedback is directed to our thought systems. In other words, goal setting. Again, we need to engage the 90% of the unconscious as well.
3. Performance feedback is most often negative and not positive. Positive is more reinforcing.

So, our question again, “What can leaders do to facilitate change?”

1. Get commitment. All change fails without full commitment. We only
make it through the tough spots through determination.
2. Identify the situations when this change-goal-item exists. Is it during a time of day, an event of the day, a particular person, etc.? Once you have identified the trigger, develop an “IF THEN” implementation strategy statement.

For example, let’s say I want to stop being late to meetings. I watch my behavior and notice that it’s most often the 2pm afternoon meetings when my energy is low. I also notice that it’s most often when I skip lunch.

At this point, I craft a behavior IF-THEN statement: “If I skip lunch, I’ll eat a fruit and cracker snack in my office.” Now I have an actionable behavior and can then commit to the behavior. I write it down and place it in view as a friendly reminder. And then I prepare by bringing my snacks to work.

Successful leaders pay attention to habits. In summary, I leave you with a great poem (anonymous author) I read recently:

Watch your thoughts, for they become your words.
Watch your words, for they become your actions.
Watch your actions, for they become your habits.

* The actual numbers of conscious to unconscious thinking varies from 3% & 97% to
25% & 75%. Neuroscientists continue their study.

Author:
Dianne Garrett
Co-founder, QLEAD Intl
http://www.qleadintl.com/

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To see Dianne's Leaders Change™ Principle 1, check it out at http://leadershiplaunchingpad.blogspot.com/2010/11/leaders-change-by-dianne-garrett.html

'Tis the Season, By Mark Villacorta

I had a conversation with a student last week about her post-graduation plans. She was telling me how she was on the job market and looking to do some non-profit work. Even though some of the positions were excellent opportunities, she was resigned to the fact that she would not be making much money. This did not seem to bother her because money was not a primary value. I thought this was an interesting admonition for someone facing student loan repayments and health insurance premiums.

This got me thinking about the decisions we make about our career choices and financial well-being. As the semester winds down, it’s easier to reflect on some important fundamental questions. Given our nation’s economic woes, and a bleak employment situation it may be important for us to ask several important questions: What do I need to have a fulfilling life? And how much of it do I need? Which of my efforts are likely to have a lasting impact in society? Are they worth doing regardless of the outcome? I certainly do not have the answers to these questions, for we all responsible for finding our own paths to fulfillment and redemption. But in light of these questions, I would like to offer some thoughts for reflection as we drift into holiday mode.

Differentiating Equity and Equality

Equality is an often-loved concept, particularly in Greensboro. In light of this city’s rich history and deep connection to the Civil Rights Movement, it’s easy to think equality is always a good thing. However, blind faith in the principle of equality has the potential to create unfair and uninclusive social consequences.

Equality is the equal distribution of resources and opportunities for every member of society.  In applying this concept is becomes apparent that equal distribution is not necessarily fair for those who have been systematically prevented from participating in society to the fullest extent in the first place. Equity, on the other hand, takes into account notions of fairness in the distribution of resources in society. It recognizes that we are born into social systems where power is distributed unequally and that those inequalities are systematic and perpetuated by our institutions. Equity signifies that we all should have the opportunity to reach our full potential regardless of the social groups we are born into. Access to higher education, marriage, and religious freedom are a few of the domains in which it may help us to think in terms of equity in addition to equality. If we believe everyone has the right to freedom of religion (see Universal Declaration of Human Rights, 1948) it becomes important to recognize the diversity of religious practices rather than relying on gross generalizations. Juan Williams’ recent comments about fearing people at airports wearing “Muslim garb” created a frenzy in the media this past October. Most discussion centered on whether Williams should have been fired for his comments (an important discussion) as opposed to the validity of those comments. In a religion practiced by over 1.5 billion people, what exactly is “Muslim garb?” (Pew Research Center, 2009) First, are we assuming all Muslims wear the same clothes? Second, was Williams suggesting that Muslims who wear traditional or cultural attire should not be allowed in airports?  In terms of equity, we recognize that different traditions express belief in different ways but still have the right to be treated with dignity and respect. To remain inclusive we need to create spaces where there is room for different ways of being in the world and that we are able to recognize important differences within diverse groups of people.

Consider our school systems. If we want to retain the very best students on our campus, the most creative, experienced, motivated students, then we need to think of ways to help those with different needs succeed in the classroom. We want everyone to have an equitable opportunity for success. This may include the creation of mentorship programs to help historically under represented students feel like they are part of a community (Carey, 2008; Ballard et al., 2008) or developing programs to support students who are returning to school after extended leaves. Everyone has unique challenges. For those who are members of under-represented groups, or those who possess atypical learning abilities, we need to understand that giving them the same opportunities as everyone else puts them at a systematic disadvantage.. The provision of equity means recognizing and respecting specific needs, not assuming a one-size-fits-all approach.

So now that we know the difference between equity and equality, we can ask ourselves those critical questions, “What do I need to thrive? What personal development should I undertake in order to better understand the experience of others different from me? What is the role of financial prosperity in my journey?” The answers may differ markedly from the needs expressed by our friends, family, colleagues, pastor, mentor, or the many others in our lives.

Self-knowledge, Power and Privilege

Many models of identity development emphasize the importance of self-knowledge (Bennet, 1998; Cross, 1995). This includes knowing our values, motivations, learning styles and cultural lenses. In addition, as we learn about ourselves we learn about the different privileges and disadvantages we have based on aspects of our identity. If I am truly honest with myself I will also see the privilege I have as a heterosexual person, such as going through life without being labeled as “sick” or “immoral,” talking about my partner without being worried about losing my job, and using a public restroom without the threat of violence due to my sexual orientation.

Recognizing these privileges gives me deeper insight into my personal experience in society, and importantly, how I relate to others (Johnson, 1997). Power impacts the relationships we have with each other. It is essential that we attune ourselves to those dynamics so we may connect with others as authentically as possible. For example, if I ignore the fact that heterosexual privilege has opened doors for me throughout my life, then I immediately alienate a large group of people who do not have those same privileges (an estimated 14% of UNCG students identify as Gay, Lesbian, Bisexual, Transgendered, Queer, Questioning or Intersex).

If I don’t authentically connect with my experiences, I even alienate myself from myself. For example, I may try to hold on to my privilege, constantly trying to prove my worth as “a real man.” I may prevent myself from being vulnerable, or being physically or emotionally close to otherpeople. Eventually Imay lose touch and perspective with myself as well as with others. As a leader I must strive to practice empathy and humility, which helps me to have genuine, authentic interactions with people that I have power over.

As a continuation of our refection exercise then, let us ask ourselves: what is my power relationship with the different people in my life? What is my power relationship with those that I am trying to help? If I never received recognition from those communities, would I still do the work?

Our Role in the Global Economic Landscape

I recently led an experiential exercise and discussion on global citizenship at Ashbury Residential College. Students struggled with the concept of wealth redistribution; in particular, redistributing wealth in a society that had economic classes artificially placed upon it. One important point of our discussion was the fact that the different classes did not reach out to each other when determining a solution. I should note that the rules I provided did not prohibit such collaboration. Rather than engaging one another and listening to multiple perspectives, each group tried to determine what was best for the others by relying solely on their frame of reference. On a global scale, certain countries exhibit this tendency more than others.

As a nation, we must be informed about the effects of our country’s economic, political and military policies on the history of other countries. Our knowledge of such history and impact should not be colored by whether or not we voted for the extant leadership, or, whether we were alive when these events occurred. The country’s legacy of colonization and Western domination has set the stage for our prosperity. In today’s world, the transglobal institutions created by western nations establish a context for U.S. relationships in the international community. The World Bank and International Monetary Fund (IMF) have created conditions where developing nations have become impossibly indebted. The World Trade Organization has had a similar impact, regulating trade policies of indebted nations in order to increase markets for Western goods, often at the expense of these countries’ local farms and industries. The increasing monopoly of fewer and fewer companies over the world economy reinforces these effects, leading some to refer to the current economic dynamic as the new colonialism (for an overview see Stiglitz, 2002; Wallerstein, I, 2003; and especially Sorrells, in press).

Whether we want this or not, we must recognize that our policies have spearheaded these developments and that we benefit from these policies at the expense of the world’s poor and disenfranchised. The global effects include increased inequality, poverty, family division, exploitation, feelings of inferiority and self-hatred, militarism, violence and death.

Yes, we all have our own problems in the U.S.; but it is worth acknowledging that many in the world would kill (sometimes literally) for our problems.

So, for reflection, consider: how do my actions impact the international community?

Final Thoughts and Leadership Implications

This article was more academic than I initially intended. Special thanks to Preston for editing the language to be more conversational. I also extend apologies to those looking to recover from final exams, papers and presentations. Yet despite the theorizing that happens in higher education, ultimately all of this reflection must lead to action. All of the educational degrees in the world, all of the debates we have with friends and teachers, all of the books we read are all for naught if at the end of the day we all juss do what we was gon’ do anyway. Leadership is not a product of thought—it is the result of action. Therefore, it is important that we do something: to stifle oppressive speech and behavior, to educate our fellow brothers and sisters, to give back to those from which we have taken much. This is the ultimate aim of leadership.

Happy holidays!

Author:
Mark Villacorta, Ph.D.
Assistant Director
Office of Multicultural Affairs
The University of North Carolina at Greensboro (UNCG)

Edited by Preton Yarborough

Office of Leadership and Service-Learning
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References

Ballard, J., Gilmore, L., Keith, H., & Ore, B. (2008). Academic Achievement Amongst Minority Students. The College Student Experience (CNS 572). Paper 2.

Bennet, M. (1998). Intercultural communication: A current perspective. In M. Bennet (Ed.), Basic Concepts of Intercultural Communication: Selected Readings (pp. 1-34). Boston, MA: Intercultural Press.

Carey, K. (2008). Graduation Rate Watch: Making Minority Student Success a Priority. Education Sector Reports.

Cross, W.E. (1995). The psychology of nigrescence: Revisiting the Cross model. In J.G. Ponterotto, J.M. Cross, L.A. Suzuki & C.M. Alexander (Eds.), Hanbook of multicultural counseling (pp.983-122). Thousand Oaks, CA: Sage.

Johnson, A.G. (1997). Privilege, Power, and Difference. Boston, MA: McGraw-Hill.

Pew Research Center. (2009). Mapping the Global Muslim Population. The Pew Forum on Religion and Public Life.

Pharr, S. (1988). Homophobia: A Weapon of Sexism. Inverness, CA: Chardon Press.

Sorrells, K. (in press). Globalizing Intercultural Communication.

Stiglitz, J. (2002). Globalization and its discontents. New York, NY: W.W. Newton.

Wallerstein, I. (2003). The decline of American power. New York, NY: The New Press.

The United Nations and Human Rights 1945-1995, Department of Public Information, United Nations, New York (ISBN 92-110560-4).

Leadership Anxiety, By Kendra Hammond

LEADERSHIP FREAKS ME OUT.

Seriously. Leadership is one of the most terrifying aspects of my life. This poses a problem, considering I am a student leader in several areas on UNCG campus. These areas include Outdoor Adventures trip leader, OLSL Edible Schoolyard student liaison, and University Speaking Center consultant. Just when I think I have a system worked out, am feeling confident to lead, and am ready to take on the greatest goal yet, I am ambushed yet again by the ever-haunting question to myself: “Who do you think you ARE?”

Funny I should ask. The “Who am I?” question is one that you cannot answer with A, B, C, or D. True or false is inadequate. Try looking it up in the library’s reference section, you won’t find it. It isn’t even one of those wishy-washy, open-ended essay questions we students love so dearly. It is the ever-evasive, mega-mysterious, impossible-to-answer question that will haunt leaders, and human beings, for that matter, until the end of time. Bits and pieces emerge, but forming a complete and accurate picture to answer that question is anything but fruitful.

Despite the fact that the inability to answer the “Who am I?” question is a shared experience among the majority of human beings, my personal inability to do so FREAKS ME OUT. It is one thing to ask oneself that question for speculative purposes, but when placed in the context of leadership, it gets a little complicated.

The original question of “Who do you think you ARE…?” continues on to ask “…leading these people? Why should they care what you have to say?” The burden of responsibility to be credible, honest, strong, and pure becomes heavier and heavier as you delve deeper and deeper into leadership.

When I first entered a leadership position at UNCG Outdoor Adventures, 95% of my energy was focused on my concerns regarding how I would be perceived by those who I was leading. The results of this misdistribution of energy were high anxiety, self-doubt, and an inability to relay even simple, fundamental information to participants.

It was not until I took a step back that I realized that my reason for being in that leadership role really was not about me. Sure, it was important to know myself as an individual and in relation to others, but what was most important in my role was catalyzing change for others. As soon as I shifted my focus from myself onto teaching participants and leading them by communicating my own passion for what I do, my anxiety dispersed rapidly.

So, yes, leadership can be REALLY scary, especially when you over-scrutinize yourself and find yourself paralyzed with self-doubt. The trick is to remember why you are in a leadership role in the first place. Let your passion fuel yourself and others. Who knows? Maybe you’ll be the first to answer that pesky question, “Who do you think you ARE?”

Author:
Kendra Hammond
Outdoor Adventures trip leader
The University of North Carolina at Greensboro (UNCG)

Happy 3-Month Anniversary LLP! By Katelyn Chapman

Where does time go? It feels like yesterday when OLSL introduced our new leadership blog, the Leadership Launching Pad, on August 26, 2010. Thanks to all the authors who have contributed insightful posts and made this an amazing community!

To explain more about how the Leadership Launching Pad came about, here’s some background information:

The Leadership Launching Pad was launched with the vision of connecting individuals interested in leadership—students, staff, faculty, and the broader
web community—and providing “food for thought” which readers can add to their leadership tool box. Many leadership groups exist in the community, so the hope is that the blog will be a place to connect and share ideas about leadership.

The Leadership Launching Pad serves as a hub for leadership information with leadership perspectives contributed by experts in communication, conflict and resolution, experiential learning, neuroscience, counseling, social entrepreneurship, multicultural affairs, web technology, ethics, government, and many more.

One new post is published here weekly (typically Thursdays). There are currently 14 posts published on various topics including definitions of leadership, team-building, time and relationship management, and leadership philosophy. You can check out these posts by using the right-hand tool bar for articles organized by month or typing key words (topics) in the search bar.

You are welcome to get more involved with the LLP by:
· “Following” the Leadership Launching Pad
· Adding comments on the various posts
· Letting us know what topics interest you for future posts
· Contributing your own post

Author:

Katelyn Chapman

Leadership Graduate Assistant

The University of North Carolina at Greensboro (UNCG)

Start with Yourself, By Ashleigh Musyt

How can I stand out as a leader? This question was posed to me during a recent online leadership conference. Leadership education and training is changing. Technology and social media has changed the way we learn about leadership and it increases our exposure as leaders. It can be a difficult concept to grasp for some people. For example, I just took part in an online leadership conference, my name can be “googled,” and don’t even get me started on Facebook. These items were never topics of discussion in leadership education until recently. With all these changes, I can’t help but think it’s time we took it back to basics.

How can I stand out as a leader? Two speakers stood out to me during this conference. One spoke on relationships and the other on honesty versus talent in leadership. How can I stand out as a leader? Be honest. Be authentic. Be a positive influence in your relationships. Leadership, at the very core, is all about relationships. The relationship with yourself and the relationships you have with others. What do we look for when looking for a life partner? Sure, everyone is different, but what I hear most often from my friends and family is that I want someone who cares, who is loyal, who is honest, and someone I can trust. What do you want in a leader? I want someone who cares, who is loyal, who is honest, and someone I can trust.

I also believe it does take talent to be a leader. However, we have more access to talent and exposure than ever before. With YouTube, Facebook, Twitter, we often feel like we are just 140 characters from our favorite band, singer, actress or Hollywood socialite. With the creation of YouTube, stars are born when they create a video in their bedroom. We have a crazy amount of access to talent. What I see is starting to fade in this world and in our leaders is honesty. Sometimes we worry that we do not have the talent to be a leader. This fear paralyzes us and stops us from fulfilling our full potential. But, when I think of leaders whom I admire most, it is not because of their skill set. I admire her because she is authentic. She has “done the work” to be honest with herself which then transcends to honesty with others.

When we meet our authentic self and understand why we think, feel, and act the way we do, we learn to love what we see. It is my belief that to reach your full potential as a leader, you must work on the most important relationship of all – the one with yourself. Before we can truly care for others, we must first care for self. In order to truly be loyal, honest and trustworthy, we must first learn to be loyal, honest and trustworthy with self. I did not fully understand the power of the relationship with self until recently. I finally realized that I spent so much time trying to change and control external factors that there was not enough energy to reach my full potential.

I learned the most about being a leader from myself. I have heard the cliché, “you can never truly love another until you love yourself,” many times throughout my life. However, it was not until I started to truly work on my relationship with myself did I realize the extent to which I could succeed. The most fascinating thing I’ve learned on this journey is how much easier it is to be a leader, a partner, a friend, a colleague, a person when I have a strong, healthy relationship with myself. Honesty and authenticity is a life-long journey. I do not assert that I have ‘arrived.’ What I do know is that I finally understand the cliché and how it relates to leadership and life.

So, how can I stand out as a leader? Be honest and build strong relationships – starting with yourself.

Author:
Ashleigh Musyt
Assistant Director for Leadership Education& Engagement
The University of North Carolina at Greensboro (UNCG)

Leaders Change™ Principle 1, By Dianne Garrett

A leader’s job is change - to lead change in your organization and in yourself.

How do you lead change when change initiatives fail so often? John Kotter, Professor at Harvard Business School (known worldwide for his leadership expertise), tells us 70% of all organizational change initiatives fail. Ouch. Additionally, other research reports that 90% of individuals (in this study), who are in a life & death health situation fail to change, even when their life depends on it. Why is change achievement so hard?

How can you help others change successfully, as a leader of your home life, in your workplace, and the community. To answer these questions, we need to better understand our main decision-making tool - the brain. The more we understand our brain, the more we can work within our excellence and our limits to influence others. This article series, Leaders Change™, will detail brain principles and offer associated leadership strategies.

Principle 1: Threat is more powerful than reward.

Our brains are instinctually built to protect us; its primary job function
is to constantly and unconsciously scan the environment for threat. In
doing so, we make judgments regarding safety. Is that food edible?
Is that person going to hurt me?

Eons ago, identifying or not identifying a danger could be
life-threatening. Today we still have these threat systems in our brain
and we need them to help us live - to react fast to press the brake in the car
to prevent a crash, for instance. These perceived threatening situations
drive our behavior (our choices based on our perceptions). Sometimes
we fight. Sometimes we flee. Sometimes we freeze. Sometimes we
avoid or deny. As leaders, we need to understand our own threat
situations and how we express that energy as well as recognize threat in
others.

Leaders need to notice the emotional climates in their body at the time they experience them. I have an exercise called Emotional Inventory where I ask leaders to record their emotions twice an hour - as awareness is the first step to strategic expression. Once you are comfortable in knowing the feeling of emotional threat, take notice of the triggers (both internal and external) and when they occur. In order to effectively communicate, you need to be fully aware of your triggers and your emotional states in order to choose how to execute or not execute that feeling. It’s a leader’s responsibility to have cognitive control of one’s threat or uncontrolled energy will show up in your decisions. Remember, those that follow you are always watching and learning from your choices.

In your work with others, you need to be able to recognize when others are in threat states. As their leader you need to make smart language decisions, both verbally and nonverbally, to not add threat and provoke an increase in cortisol - the threat (increased arousal) brain chemical. Brain research shows that stress damages our ability to make smart decisions and interact with one another. A leader’s job is to create an environment that forwards people not one that causes negative stress.

Furthermore, research shows us that social threat is even more upsetting than a physical threat. Dr. David Rock, Founder of the NeuroLeadership Institute and creator of the SCARF brain model, helps us understand the social power in this question he poses audiences, “Which causes you more stress, getting a bruise on your upper arm from bumping into a wall or from a person using their fist and bruising your upper arm? The answer is a person; it’s much harder for us to get the social infraction off the mind.” Our socialness is part of our humanness.

In summary, leaders, I charge you with increased emotional awareness and increased responsibility of your language as to not create threat in yourself and in others. Remember your constituency is following your lead.

______________________________________________________________________________
The next Leaders Change article will detail Principle 2: The Power of Habit another brain principle that impacts our decision-making ability and our leadership.

Author:
Dianne R. Garrett
Co-founder, QLEAD Intl
http://www.qleadintl.com/

Relational Leadership, By Chris Ward

Six years ago I was struggling in one of my leadership roles. I was serving as a Team Leader/Social Service Designee/Life Enhancement Coordinator at an innovative retirement community, and having a hard time.

Let’s just stop right there and address some of the remarkable things about the last sentence. First of all, you may have noticed that my title was a long, ridiculous mash-up of roles. If you aspire to lead, you will at times find yourself carrying the burden of multiple responsibilities and roles that are tenuously connected. Accepting that reality and mentally preparing for adaptation and creative application of your leadership style will position you for greater effectiveness. Also, we don’t tend to think of retirement communities as “innovative,” but this one was extremely cutting edge. The leaders I met there were some of the most dedicated and skilled that I have worked with in eighteen years of practicing leadership. If you aspire to lead, you will find amazing leaders in the most unexpected places.

I was responsible for leading a team of multi-disciplinary caregivers as we served fourteen older adults who were living in our nursing care household. I was in charge of the daily operations of this household. I was responsible for inviting our elders to participate in social events, book clubs, exercise groups, trips to the movies, football games, etc. I was responsible for making sure their personal needs were met by helping them manage their finances, medical needs, support systems, psychological wellness, and social interests. This is where I struggled—try as I might, at the end of every week I would find that I had neglected to call an elder’s optometrist for a replacement lens for a pair of glasses, or to call a family member back with a piece of information about their loved one’s health status, or to play checkers with one older gentlemen who found interaction with peers stressful. I felt horrible when someone’s genuine needs were neglected—I was responsible, and I was always disappointing someone.

I will never forget plodding into my social service mentor’s office and sinking low in my chair as we began our bi-weekly supervision meeting one Monday afternoon. I was understandably frustrated, embarrassed, and discouraged, and ashamed to admit my continuing failure to this veteran, high-powered social worker.

By the way, don’t let yourself be so ashamed of failure that you prevent
yourself from asking for wisdom from those veteran leaders who can help you the
most!

She listened to my confession and seeing my stuckness, she took action. With a no nonsense tone, she said, “Come here.” I obediently walked around her desk to face her. She placed a legal pad on the desk in front of me and put a pen in my hand. “Show me how you write down your social service tasks,” she said calmly. Taking the pen, I kneeled down behind her desk, wrote the date, and began listing items I needed to complete for my elders that day—“phone calls, emails, doctor’s visits, library runs, bank deposits, checker games…” I paused, my pen hovering over the list. Seeing my brain searching for missing items, she waited patiently. After a few moments I finally turned to her, “I know there is something missing, but I just can’t bring it to mind.” I put the pen down firmly on the desk in defeat. She smiled, reached for the legal pad, tore my list off the top, and set it next to the clean page. Then she picked up the pen and raised it towards me expectantly.

If you aspire to lead there will be times when you feel as if you are at a
dead end. When you are at a loss, pause a moment, gather yourself, get yourself
a new piece of paper, and pick up your pen again…

I took the pen from her hand. “Now,” she said, “which of your elders is right next to your office; the first one on the east side of the hallway?” I looked at the ceiling to envision entering the doorway and approaching the residents’ rooms. “John, “ I said. “OK, write ‘John’ at the top of the page. Now, what does John need today, and what does he need this week?” I began to write, “Well, John is still recovering from hip surgery, and seemed to be getting around better this morning. But he did say he will be done with his first round of post-surgery antibiotics on Thursday and I need to get him a refill. He seemed a bit down though, and I should spend some time visiting with him later to see if he’s tired or feeling some post-surgery blues. That reminds me that I should ask him when his next therapy session is. Oh, and I need to call his sister with an update, because she left a message for me Friday afternoon as I was leaving.” My pen was flying across the page and I paused in astonishment. My new list was already as long as my old list and I had only begun thinking about one resident! I turned to my mentor, my mouth still hanging open, and she chuckled. “I have found it effective to think in terms of ‘people’ rather than ‘tasks’, and it looks like it will be effective for you too. See you next week.”

If you aspire to lead, you will have moments of insight that will pop up
quickly. If you don’t hook on to them immediately, they tend to fade into the
busyness of your day as fast as they emerged. Good leaders identify their growth
moments, grab them with both hands, and wrestle them to the ground like a cowboy
roping a calf.

I walked out of her office; my mind newly opened, and realized that I had been given a whole new lens for approaching my work. By thinking through the people I was serving and interacting with, I was able to access the actions I needed to take. I walked back to my office, sat down, and completed my “people list”. By Friday afternoon I realized that I had finally met everyone’s needs.

Since then I have discovered that “relationship” is a mental model that serves me well as I lead. By understanding my leadership responsibilities/duties and then creating a list of the people I am in relationship with, I am able to conceptualize important tasks and create plans of action that enable me to serve people well. I invite you to try this out. Make a list of all of your key relationships this semester—professors, advisors, the students sharing leadership with you in organizations, key family members and friends, your leadership coach, etc. By considering the nature of your relationship with each person/group, and connecting relevant goals and responsibilities to those relationships, you can see how you must take action now and in the future.
Author:
Chris Ward, M.S., NCC
Group Facilitator, TeamQUEST
Doctoral Student, Counseling and Educational Development, UNCG

CREATE and ACHIEVE Your Personal Vision, By Katelyn Chapman

Huh? What’s a vision board? It’s your vision of what you want to have, be or do in your life plastered on a board. What does this do? It helps you (1) Identify what you really want in life (2) Visually remind you of your GOALS every day, and (3) Clarifies the process for achieving your goals.

How do I use a Vision Board? I’ll take you through my journey…

During my sophomore year at The University of Tampa, I attended a speech by Mr. Delatorro, an inspirational speaker. While speaking on the Anatomy of a Student Leader, Delatorro illustrated a connection between pictures, aspirations, and the power of visual reinforcement. He associated the anatomy of our eyes with the value of visual representation. He asked the audience, “What do you do if you live far from your family or loved one?” We answered, "We keep pictures of them around our house." Images help us feel the presence of those we love, even from great distances.

Ever notice how easy it is to forget about your goals when life gets completely crazy? Life's chaos and complexity can cause us to become distanced from our goals. This separation is one of the most common roadblocks impeding personal growth and development.

When I left Mr. Delatorro, I made a pledge to transform my life through identifying my goals and using visual reminders to reinforce their presence each and every day. How? I blocked off a period of “ME" time which I used to get creative. School work is important and I’m sure I had a test I could have been studying for. But this was something that could offer me long-term benefits. How awesome is that?! Investing a little time now can provide great dividends later. To set the appropriate vibe, I turned on some a cappella music that resonated positive and fun feelings. I then explored my goals and ambitions in a holistic fashion--not just School, but also Friends, Family, Career, and my general Well-Being. Balance is important for me. If I focus all my energy on school and career at the expense of quality relationships with friends and family, I won’t be happy. This exercise helps me maintain a positive and more realistic perspective. If one part of my life goes “bad" (like I got dumped by a boy), I can look at my Goal Sheet and realize many wonderful things going on in other parts of my life. Though I may feel lousy at the moment, the world isn’t going to end.

I've discovered each step of this process has it's own special value. After identifying goals (clarity of focus), I find a picture to reinforce each one (making the goal and reward easier to visualize). Next, I define the steps necessary to achieve it (establishing a plan and my priorities). I made goals for each semester but you can do anything that fits your fancy.

After identifying and illustrating your goals on the vision board, it is important to post your vision somewhere you pass every day. For me, this was usually behind my desk or on my closet door. For others, it’s on the door of the bathroom or in their personal planner. I used this concept throughout my undergraduate career to clarify my personal direction.

This process can be helpful for developing others as well. As a personal trainer, I found this exercise to be meaningful for my clients. I would ask them to (1) Identify a specific goal they had (i.e. lose 10 lbs), then (2) Find a visual reminder that reinforces them (i.e. old picture of them, magazine clip, bathing suit that they would purchase upon completion, etc.) and (3) Place that visual reminder where they would see it every day.

Recently I traveled back to The University of Tampa and visited some friends on campus. I was intrigued to see different applications of this Vision Board technique on book covers, compilations of magazine clippings, and collages on dorm walls right behind their desk. The Vision Board abides! In fact, it made me realize I hadn’t made my typical goal sheet for this semester. Darn! I let my second-year of MBA classes get so busy that I forgot one of the most important things in my routine. Upon returning home, I blocked off some “ME" time. I cranked a little classical music (yes, I know that sounds nerdy) and created a 20" X 40" vision board (see photo).
I included drawings and inspirational quotes that make me tick. (I wouldn't call myself a Picasso or anything, but check out the artful stick figures!) After investing an hour to create my vision board, I felt great! Seeing the “high bar” I set for every area of my life felt exciting and empowering. Now the only person stopping me would be me. I see that vision board every day. It’s a friendly reminder that gently nudges me to fulfill my potential and live my dreams.

We'd love to hear your thoughts on creating and achieving your personal vision. Have you used a goal sheet and/or vision board before? Are there other methods you use to motivate you? Add a Comment to share your thoughts.


Here are more examples of vision boards created by Leadership Challengers.

Author:
Katelyn Chapman
Leadership Graduate Assistant
The University of North Carolina at Greensboro (UNCG)

Experiential Education, By Marin Burton

As a leader, I define myself as an experiential educator. Often, when I initially try to define experiential education for others, I receive blank stares or looks of confusion. Sometimes I receive comments such as, “Do you mean hands-on learning? or “Oh, you mean that ropes stuff.” While experiential education does involve an active, “hands-on” approach to learning and can use challenge (or ropes) courses as one tool to achieve its educational outcomes, there is a lot more to it than that.

The Association for Experiential Education offers the following definition: Experiential education is a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values (The Association for Experiential Education, 2010). Closely examining the combination of words in this definition helps to clarify its meaning even further. AEE chooses to refer to experiential education as both a philosophy and a methodology revealing the strong connection between the merging of theory and practice. It is both; not mutually exclusive but rather working in concert to create this educational approach. The words “purposefully engage” signify the intentional nature of the educator’s work as creating intentional learning processes as well as their active role within the educational environment. The use of the word with may seem like a small choice; however, it reveals a powerful idea concerning the interaction between educator and learner.

As a leader, I am concerned about how experiences inform us to learn to become engaged citizens in the world. I use experiential education as a medium for opportunities to examine how learning can become applicable beyond one isolated experience. To understand the process of learning, we can refer to David Kolb’s Experiential Learning Cycle.

Kolb's Experiential Learning Cycle

Kolb (1984) developed this cyclical model offering signposts for the process of learning. He argues that students must have an experience, reflect on that experience, make broader generalizations from their reflections and observations and then find ways to apply the new meaning to other aspects of their world.

Often, we can get caught in the trap of offering an experience and letting it speak for itself. When we do this, we miss about three fourths of the learning process an intentional experiential educator strives for. While the “hands-on learning” and “ropes stuff” might be beneficial on its own, it is within the reflection and application stages of experiential learning that we can engage in meaningful experiences that inform us as leaders and active citizens within society.

Author:
Marin E. Burton, Ph.D
Director, Team QUEST

Lead Today, By Tom Matyók

Leadership.

OK. So how do you do it? Lead.

I imagine that is one of the reasons for visiting this blog site; find out something about leading and leadership. I will do my best to be brilliant. If not brilliant, I will at least share some thoughts I think may prove relevant.

For nearly forty years I have been teaching and doing leadership. And one thing I know for sure, there is some significantly poor leadership out there. And, I am unclear as-to-why. A walk through any reasonably well-stocked bookstore shows no shortage of books on leadership and how-to manuals. Leadership seminars and workshops appear to be a growth business. So lets see what we can do to better grasp how to lead and avoid the bad leadership void. And, do it within the time it takes to drink a cup of coffee.

I propose those who want to lead should be aware of five suggestions: (1) get ready to lead, (2) step forward into leadership, (3) play an active role in the leadership process, (4) ensure you have all that is necessary to lead, and (5) lead. I will expand.

(1) Get ready to lead. Preparing to lead is a lifetime activity. Leading requires commitment to organizational and individual goals. Successful leaders are able to achieve organizational goals while simultaneously assisting individuals in achieving theirs. Not an easy task; however, it is fundamental to leadership. Any approach that does not attend to both individual and organizational goals borders on manipulation. Leadership is all about people. Leaders lead people, managers manage things.

(2) Step forward. When asked who the leader is, unhesitatingly say, “I am.” Seek opportunities in which to lead. Do not stand back, lean into the action. Leadership is needed at all organizational levels.

(3) Be part of the process. Leadership is a process activity. Know how much leadership to apply, and of what type. Supporting others’ leadership is part of the leadership process. It is not always about you. Remember you may be the star of your own movie, but you are only a supporting actor in other peoples’.

(4) Ensure you have the required materials with which to lead. Don’t show up to lead empty handed. Make certain you can influence the situation. For want of a nail, the empire was lost. The best fire chief will fail miserably as a leader if he or she fails to show up at the burning building with the fire engines.

(5) Lead. Leaders lead, it is as simple as that. Anyone can stand on the sidewalk and watch the parade go by. Leaders are part of the action.
Where are you leading today?

Author:
Tom Matyók, Ph.D.
Conflict Studies and Dispute Resolution
The University of North Carolina at Greensboro

Leaders and Nuts, By Eric Durham

Walnuts and Leaders

While eating lunch at Brixx the other day with a colleague, I was enjoying a delicious Chicken Florentine pizza. I was taken aback, however, when I noticed a foreign object on one of my slices! It was brown, misshapen, and about the size of a beetle. I sat there puzzled. It looked gross--really nasty. For a fraction of a second, I considered throwing the piece out. But no, a quick flick took care of this mysterious stowaway.

My colleague gingerly picked it up. He pondered the object for a moment and his quizzical expression shifted to one that reflected surprise and satisfaction. He exclaimed, “I know what it is!” He gave me a chance to guess but I came up blank. If he'd have given me 5 or 10 guesses I think I'd have come up short. How in the world could whatever that was have gotten on my pizza? Dumbfounded, I watched as he flecked it apart. Then it dawned on me: "It's a walnut!"

Please understand this isn't my first rodeo. I've seen a walnut before. But in this instance I wasn't expecting a walnut (or anthing walnutty) to be in the immediate vicinity of my pizza. But when I looked at my colleagues pizza I noticed the pears, the gorgonzola cheese, and yes--walnuts. One must have jumped ship when the pizzas were enroute to our table. Now that I had processed the whole scene, I could make sense of the situation. I had to expand my mental framework to include a wider range of options. I had to realize that there were more pizza-topping possibilities than simply the ones used for the Chicken Florentine. Other folks' stuff can get mixed up in my own.

Believe it or not, I see a connection between pizzas, nuts, perspectives, and leadership: Mental models. I've learned about mental models as part of my Leadership Challenge program. Mental models are the frameworks we use to understand our environment. They affect what we see, how we act, and how we react. Mental models help us make sense of our surroundings--they help us make quick decisions and enable us to think efficiently because they permit us to filter out distracting details. My mental model of a Chicken Florentine pizza, for example, included a range of ingredients: crust, sauce, cheese, chicken, spinach...but not a lonesome, solitary walnut. Even though I knew full well what a walnut was, the Chicken Florentine mental model filtered my perceptions. I didn't have a mental placeholder for nuts, so when I was presented with a nut I couldn't interpret what it was. It was beyond my comprehension.

Sometimes it’s hard to see someone as a leader. Sometimes, it’s hard to identify leaders in a group of people or an organization. Positional leaders are often easy to identify because they have a title, sit on the executive board, or run the meetings. Most of our mental models of leadership have placeholders for positional leaders. We see them in media, on our campuses, and we hear stories of their great trials and tribulations. These leaders wield power, status, they speak boldly and they often stand out from the group. Lots of us recognize these kinds of leaders. Consider them the "poultry" on a chicken florentine pizza. But where does the walnut fit in this analogy?

Sometimes leadership happens right under our nose and we completely miss it. Behind the scenes leaders, also known as process-oriented leaders are easy to overlook. They might not stand out and sometimes they do things that may appear out of place for a leader. They don't seek status or even recognition much of the time--they get things done. Rather than telling people what to do (commanding), a process-oriented leader might ask others what they think should be done. They have subtle skills. Instead of telling someone to what to do, they'll frame the scenario as a question and ask the group to provide an answer. Since the group "owns" their response, they are motivated to see it through. Many times these leaders will adopt a servant-leader approach--working hard on behalf of those whom they lead. To the untrained eye, their actions might look like the farthest thing from leadership.

Consider them the aforementiond walnut stowaway. When our mental models of leadership are limited to traditional, stereotypical examples of leadership, we may have difficulty recogizing the process-oriented leader. Even more curious, sometimes these leaders don't even recognize themselves! If their mental models don't account for this form of leadership, then they may not see their contributions as a form of leadership. It’s important to identify these leaders in a group of people and commend their hard work and push them to improve their leadership abilities, because sometimes they themselves don’t even realize that they are being leaders! And that can drive me nuts.

Author:
Eric Durham
President of The Pi Kappa Alpha Fraternity

The 10 Commandments of Small Group Leadership, By Jessica Delk McCall

As a faculty member in the Department of Communication Studies, I often have the opportunity to teach a course entitled “Small Group and Team Communication”. Being able to facilitate student development and growth throughout the semester is extremely rewarding and reminds me just how difficult it is to continuously implement effective communication skills in team and group settings.

Perhaps one of the most challenging concepts to actually embrace and apply is how to identify and develop leadership skills in the group context. After many experiential activities and analysis of key theories, I ask students to analyze the leadership skills within their groups. Many students find that Kouzes and Posner’s (1995) ten commandments of leadership help them better understand what leadership really requires in the group setting.

1) Seek out challenging opportunities for growth. There are always opportunities for growth in a group. This might require the group member to focus on individual areas for improvement or to recognize ways that the entire group can become more effective.

2) Be willing to take risks and learn from mistakes. Taking risks in a group requires confidence, while the ability to learn from mistakes requires all group members to be humble. Because group interaction is so prevalent in our society, we must seek ways to improve and become more effective. By embracing our confidence and humbleness we encourage growth in ourselves and others.

3) Visualize positive future interaction. While many group members enter group contexts fearing the worst, it is critical to keep a positive attitude about the group and the group’s abilities. Even though many of us have had negative group experiences at some point in the past, visualizing positive future interaction will enable us to focus on the group’s success.

4) Seek to develop connections with others to promote shared vision. Building rapport and connecting with others is priceless. It is only by letting down their guards and seeking commonality that group members can begin to create a shared understanding of what should and can be accomplished.

5) Facilitate the development of group goals and trust. Actually discussing group goals and working to develop trust, will unify members and enhance buy-in and interdependence.

6) Empower others. Leadership is certainly not about gaining individual power, but instead, about working to empower others. By assigning tasks that recognize competence, allowing members choice, and offering support when needed, we can give all members power.

7) Exhibit behaviors that model shared values. Leadership requires us to set an example for others by striving to behave in ways that uphold group values and ideals.

8) Set and achieve short term goals to increase commitment. As a group meets short term goals, they are able to better visualize success and thus, members are more committed to not just good, but great work.

9) Reward individuals. Group members will all contribute different ideas and abilities to a group situation. It is important to recognize and reward individual offerings so that all members know they are valued and appreciated.

10) Celebrate team success. Whether this is the reciting of a group slogan or a trip out to dinner, it is critical to recognize the team’s success. Succeeding as a team is a major accomplishment and should always be recognized (as cited in Cragan, Wright, & Kasch, 2004).

Over the years, I have found that many of the strongest and most effective small groups don’t rely on one or two leaders to guide them through the semester. Instead, all members of effective small groups strive for communication behaviors that provide leadership in the task domain, procedural domain, and interpersonal domain. Kouzes and Posner’s (1995) ten commandments provide all group members with a set of leadership guidelines that are critical for a group’s success.

References:
Cragan, J.F., Wright, D.W., & Kasch, C.R. (2004). Communication in small groups: Theory, process, skills (6th ed.). United States: Thomson.

Kouzes, J. & Posner, B. (1995). The leadership challenge. San Francisco: Jossey-Bass.

Author:
Jessica Delk McCall, Ph.D.
Jessica McCall serves as the Basic Course Director and Lecturer in the Department of Communication Studies at UNCG. Additionally, she is a Level III TeamQUESt facilitator and an advisor for the College of Arts and Sciences.

Shalom: Guidance for Family Leadership, By Kevin McClain

I am a family man. I exercise my Leadership responsibilities first and foremost in my family. My bride and I have 5 children between the ages of 12 and 3. You can imagine that my home is an active one, with multiple pressing needs and (more often than not) opposing desires. Someone wants to go to the pool, while another wants to go to the park, someone won’t share, someone was here first! Often, after a long day, my bride and I are at our wits end. Is it even possible to balance the needs of each member of a family? Isn't that what leadership should be able to do- to facilitate a fair decision, one that brings a sense of balance?

“Balance” is one way to think about the practice of leadership. Like its synonyms “fairness” and “equality” it communicates a sense of right order and justice. I like order and I like justice. However, it has been my experience that if think of my Leadership role as one of restoring “balance,” I find I am typically left out of the picture until there is major disagreement and things are getting serious. Then, there are many voices competing for my support! It makes leadership being a referee, or a contest judge who must cast the decisive vote. It seems inevitable that some are going to get what they want and others are going to be disappointed. We cannot make everyone happy! To my children, the difficult decisions that I had to make rarely looks “balanced” and “fair,” and they let me know. I share their frustration and am tempted to despair and be resentful. So “Balance” as a goal of Leadership fails to serve me and my family well. It is too black and white in a world that is more often than not multiple shades of gray.

Instead of “balanced” or “fair” I have adopted the concept of Shalom to inform my Leadership. Shalom is a Hebrew word used by the Old Testament prophets and is typically translated into English as “peace.” But Shalom is something more than peace. A better translation is “flourishing.” Peace communicates the end of fighting. I certainly don't like my kids to fight. But sometimes peace is pursued rather reluctantly, more for the avoidance of mutual destruction. I find there is very little security and rest in such a peace, as it’s so tentative. It leaves me with a fear and dread that fighting will break out again at any moment, especially the moment I let down my guard. There is little joy in this kind of peace, only a tired resignation.

“Flourishing,” however, conveys the notion of working for the good, for the benefit, for the joy of each person, as an individual, and for the good of all. Instead of working to avoid mutual destruction, we pursue mutual delight. This is a much harder goal to communicate and strive for, but it has been my experience that the goal of Shalom helps me embrace, or “lean into,” my Leadership role. I want my children to experience joy. I want my family to flourish. And when I properly exercise Leadership skills, I contribute directly to their flourishing. I am slowly learning how to practice Shalom. It is my hope that casting a vision of Shalom will serve my children well. It is my hope that they will see their circumstances differently and “lean into” their relationships with their siblings, working for mutual joy.

Author:
Kevin R. McClain
Web & Technology Coordinator
The University of North Carolina at Greensboro (UNCG)

Values and Leadership, By Preston Yarborough

Values shape how we see our world and how we define the worth of our experiences. When I think back on special moments, I recall a day during my final semester of college when I’d invited my father to join my class. I wanted him to come because my thesis was selected for presentation to the graduating seniors in the English department.

I don’t remember what the paper was about; but I can remember exactly where Dad sat in the audience. I clearly recall how proud he was and how good it felt to have pleased him. It felt special to be recognized among my peers for a project I’d worked hard to complete. I wasn’t the smartest in my class—not even by some margin! Even so, my professor thought my paper was one of the top three.

Why does this experience stand so boldly in my memory? For one, family is a key value of mine. I was representing not only myself, but also my family. Any accolades I received were shared with my Dad; and through him, the rest of my family. That was special. Education and gaining the respect from my peers was important too. Through much of my undergraduate career I wasn’t sure if I belonged. I wondered if I was smart enough. I was surrounded by people who seemed much more prepared and more “at home” with college. When presenting my paper I’d proven to myself that I was competent, but I’m also competitive. It felt good to distinguish myself among an esteemed group of scholars.

The bold words in the paragraph above represent core values that are important to me. These values helped motivate me, guide me, and provided me the courage and persistence to accomplish my personal goal.

Think back over the past year or two and jot a brief list of your personal highlights. Consider things you’ve accomplished or helped others accomplish, things you’ve seen that made an impression on you, or people that impacted your life. Review your list and consider why you chose those particular people or episodes. What made them special? Give it a close look and you’ll find significant clues about your values.

Your values will help shape your leadership. Successful leaders are willing to sacrifice, to push through obstacles, and persist when others say they should quit. If you can’t find a cause that has value (there’s that word again), then you’ll be more inclined to give up.

Author:
Preston Yarborough, Ph.D.
Assistant Director of Leadership
The University of North Carolina at Greensboro (UNCG)

Managing Relationships, Task and Process, By Katelyn Chapman

Do you feel conflict between managing relationships, getting the task done, and/or deciding on the process? Some people tend to be more task-oriented- thinking “I just want to do it. Why should we talk about HOW we are going to do it?” While others have more concern for people and are relational-oriented- thinking “Is everyone involved? How are we accommodating each other’s needs?” Still others are process-oriented- thinking “How are we going to do this? We need a specific plan of what’s going on before we do anything.”

The Leadership Triangle identifies three aspects of any activity- (1) Task, (2) Process, (3) Relational.

What’s the Task? It’s the goal or what you’re trying to get done. For example, when trying to complete a high ropes course, your task is to physically complete the course. What tasks can you think of?

What’s the Process? It’s how you went about completing the task… Did you plan how you were going to climb the course or did you just go for it? If you just went for it, you most likely tend to be more “task-oriented.” Did you discuss it with everyone involved? Did everyone equally participate in the planning? Were the key stakeholders involved? What are the consequences of planning or not planning? Is there a penalty or risk if you do it wrong?

What’s the Relational? The people in your activity! Are people invited to contribute their thoughts/ideas? What’s the dynamic among group members? How are people’s needs being met?

How do you incorporate these 3 elements to get results? GREAT question! What do you think and why? I suggest you identify where you are within the triangle for a specific situation. Now that you are aware of your position, do you need to shift to incorporate another aspect more?

Another suggestion is to recognize when activities tend to shift to one aspect. For example, when an activity is a competition, what tends to happen? People generally become extremely task-oriented and may do so at the jeopardy of the people (relational) and not use the most effective process. When do people become more relational? A possibility is if someone has something in their personal life that’s a serious concern- i.e. sickness or death in the family.

The key to remember is that where you want to be in the triangle depends on the situation. By better managing relationships, task and process, your results will be improved!

Author:
Katelyn Chapman
Leadership Graduate Assistant
The University of North Carolina at Greensboro (UNCG)

Getting Your Team on the Same Page, By Katelyn Chapman

Are you part of a new team at school or work? Here are some six tips for getting your team on the same page and increasing your chances of a successful outcome. I invite you to review these tips and then ask yourself what hinders you from putting these into action… You know you should “Get Ready, Aim, and Fire” but are you just firing?

1. Build social capital- Understand each other (name, role in organization, strengths/weaknesses, etc.). By providing open space for individuals to candidly discuss their strengths and weaknesses, the team gains an invaluable understanding of each other. The team will then be able to leverage each other’s strengths.


2. Identify a shared vision- Every business needs a vision (where you want to go) as part of their long-term or “strategic plan,” so what’s different for a team? Nothing! Teams also need this glue to align interests, making sure that everyone is aiming for the same end result. Please note the importance of having input from every member at this stage, so everyone feels a part of the end result and knows they contributed. What happens if a team doesn’t have this shared vision? Say you are part of a team and three members think the end goal is to get a project completed for 20 people, whereas others think it’s for 200 people. The members will have different perspectives of what is “right and wrong” for the group. This shared view also helps the members of the group who are “bigger picture” thinkers.


3. Identify roles that best fit individual’s strengths/ weaknesses. By engaging people, they will be more directly involved, and therefore form a stronger bond with the team. This can also help individuals identify themselves as a leader. If an individual does not volunteer for a position but you see leadership potential, you can say, “You seem to have a lot of leadership potential.” The use of this coaching has been suggested by the Leadership Identity Development Model as a way to help move individuals through the different stages of leadership development.

4. Identify meeting times- Is there a regular time/place that works for everyone so people can have a predictable time?


5. Construct a time-line- Set sequential goals that will help you get to the end result. This will help shape your big picture idea and especially accommodate the detailed-oriented team members. This will also serve as an ongoing communication tool- expressing the status of the different project tasks.


6. Identify “Rules of Engagement”- What are the consequences for tasks not being completed? In my most successful group projects for business and academics, we agreed when tasks would be completed, how they would be submitted, and consequences. When people know they will be held accountable for something, they will be more likely to not put your project/team on the back burner. This serves as a preventative step to those DISASTER TEAMS, and something you can use as a “check in” during the duration of the project.

Author: Katelyn Chapman

Choose Your Challenge, By Katelyn Chapman

“Here, we do ‘challenge by choice.’” Does that sound familiar? Choice Philosophy helps give participants a sense of control, assuring that they have the final decision on what they are and are not comfortable with, hence promoting their emotional safety. At The University of North Carolina at Greensboro (UNCG) Team QUEST, we steer away from the ‘challenge by choice,’ and incorporate ‘choose your challenge.’ This twist of words encourages the positive possibilities rather than giving the participant an opt-out perspective.

As facilitators, how do we know the fine-line between coaching someone to push their comfort zone and jeopardizing the choice philosophy? It’s important for us to read when participants merely need a little encouragement from the other participants or us. Or, is the group encouraging them excessively and the possibility of negative peer pressure exists?

We were talking about this the other day at UNCG Team QUEST and the Director told a story, “I had this girl that was adamantly afraid of the high ropes…I talked her through it. At the end, she embraced me and said, ‘Thank you so much. I could never have done it without you.’” My first reaction to myself was “Oh that’s so nice!” As I thought that, she said, “And I thought, OH NO! We are not here to make someone feel dependent on us. If they feel they couldn’t have done it on their own, then how will they be empowered next time that happens? Sometimes, the best learning comes when people don’t complete something successfully, and then after they wish they had done it. Next time they have an opportunity, they won’t pass it by.” Then, I had an Ah Ha moment! It made sense, but why didn’t I ever think about it from that perspective? I believe the human element of selfishness can get in the way. As facilitators, we tend to want our group to ‘be successful’ by completing the element. Now there’s some food for thought…

Author:
Katelyn Chapman
Leadership Graduate Assistant
The University of North Carolina at Greensboro (UNCG)

What is Leadership? By Katelyn Chapman

WHAT is leadership? In my recent works with leadership programs, I’ve realized that there are different perceptions of WHAT leadership is. To us, who have an interest in it, we can have a different understanding of leadership than those who have not shared our same valuable experiences. I say this so that we can take a step back and be aware of the possible misconceptions. Some people get turned off when they hear “leader” or “leadership” because they think of some Commander-oriented leader that was pushy with them. As leaders, one of our ongoing challenges is to purge this myth by educating people on what leadership is. Leadership is about using a PROCESS to positively influence others. This means you can be as much a leader by being a "crew member" where you are actively participating, suggesting ideas, and "leading by example" as well as the "captain" who most readily identify as the "leader". By being aware of yourself (knowing your strenths and developmental areas), you can better engage others in your leadership.

Author:
Katelyn Chapman
Leadership Graduate Assistant
The University of North Carolina at Greensboro (UNCG)