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)