Quiet Leadership, By Katelyn Chapman

Colorado. Skiing. Friends. Quiet Leadership.

The last two words probably threw you for a loop. My exposure to experiential education had my wheels turning in “Reflective Observation” and “Abstract Conceptualization” mode (see Kolb’s Experiential Learning Cycle) after my trip to Colorado with friends.

I had an "Aha” moment on the flight home. While the rest of the crew was enjoying some shut eye, I got amped as I realized a cool connection between what I’ve been learning through David Rock’s Quiet Leadership and what I experienced skiing in Colorado. I will show how 3 components contributed to having one of the best trips ever!

To explain how my Colorado trip rolled out and connected to quiet leadership, I’ll back up to share my story of skiing…

On the first day, I had the normal first day jitters. Besides being my first time skiing out west, I experienced the typical, “Oh, I hope my body remembers how to ski.” Some of you super confident people may not experience that quick moment of self doubt. For me, I usually experience it on the first chair lift up the mountain, hoping that I make a first smooth exit off the chairlift. I know my friends and random spectators would enjoy some free entertainment, but I’d prefer if it didn’t come from my direction. For those non-skiiers/snowboarders, you can equate it to riding a bike… or rollerblading… something that you may not do a regular basis but you just ‘pick it back up.’

Having successfully exited the first chairlift, I sighed relief. Now it was warming up the legs and experiencing the difference of skiing out west. Friends agreed about using the first day on the slopes to effectively warm up. We enjoyed exploring the new terrain, focusing on green circles and blue squares coined “Easiest Terrain” and “Intermediate Terrain” respectively. At the end of the day, I felt thrilled but excited about trying more difficult trails the next day.

During the second day, I continued to ski blue squares and bumped it up a notch with black diamonds on “Expert Terrain.” The Expert Terrain challenged me with much steeper trails and moguls. During the last run of the day, two of the more experienced skiers in our group chose to go down a double black, “Expert Only”. I started the trail and then changed my mind. My legs already felt tired- I realized it wasn’t the best time to try something I was uncomfortable with. At the end of the day, I felt excitement but also yearning for the rest of the mountain. A part of me respected the fact I chose not to do the trail on tired legs, but was determined to “achieve” it.

During the third and final day of skiing, I woke up beaming from ear to ear. I was READY but still had self doubt- Was I truly prepared for a Double Black Diamond? We hit the lifts as soon as they opened and proceeded to savor our last day skiing out west. We created our own tracks with the fresh powder – in this, I truly felt like I was crashing an X Games competition or something of that sort. Ha!

Following a few warm-up runs, we proceeded to the Super Bee (a chairlift that runs to the more difficult terrain on the mountain). At the top, we spotted the double black signs and the same trail the two friends had done the prior day. My gut started to sink and the three friends proceeded to help me by incorporating three principles in Quiet Leadership:

1. Stretch people- My friends looked at me for ‘what they thought I could do.’ They didn’t limit my capabilities based on “what I had achieved” in the two prior days. They didn’t assume I wouldn’t ski a double black. They “stretched” me beyond my current position, away from my comfort zone. By them stretching me, they helped me focus on an outcome that I wanted deep down but was nervous to achieve.
2. Be solutions-focused- Instead of focusing on the worst-case scenario, like if I caught a ski and then enjoyed a hamster roll down a mountain….or reminiscing about how injured people have got in the past- they focused on how nice the trail was. They emphasized that the first part was the steepest and after that, it wasn’t bad at all. (i.e. Katelyn could take a breath of fresh air after the first bout). They also led the group, showing us a specific line that they knew would be most manageable for us. By being solutions focused, they provided me support to meet my stretch goal – “the double black.”
3. Provide positive encouragement- “Katelyn, I’ve skied with you the past 3 days and I know you can do this.” Naturally when we are outside of our comfort zone, we are afraid of the unknown, the failure, our anxiety ramps up and we doubt our capabilities. By providing positive encouragement, we reinforce positive thinking and help stretch people.

They helped me enjoy the ride of my life (and I have awesome pictures to prove it!). How will you incorporate the 3 principles to INspire change?

Author:
Katelyn Chapman, MBA

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)

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