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.

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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.