Chapter 6, The Leadership Challenge
Just like in the preceeding chapters, I think that Kouzes & Posner are presenting a very high level image of leader in chapter 6. MLK's speech is the example. For some, it may be easy to relate their work environment to this example, for most it might not be very easy at all. There are two points that caught my eye and that I could relate to in my work environment. I like the general concept of baby steps, and what caught my eye falls into this line of thinking. First, let me explain what I mean with baby steps. (I don't want to assume that everyone thinks the same way I do, so bear with me.) Baby steps are small steps towards an accomplishment, such as a task, a project or a change. There might be a few that lead to future larger steps or there might be many that, with varying distances in between eventually lead to the completion of the task.
K&P talk about being unique in this chapter (p136). I used my own work situation, a very small safety department in a billion dollar company with more than 20,000 employees. Except for my own department, there are few that are excited and enthusiastic about work safety. Most will nod their heads in agreement that we all have a responsibility in working safely and creating a safe work environment, but few will actually take actions. It could be pretty discouraging, were it not for the vision our small unit has within our large organization. In that, I feel that we are unique and we are one of the baby steps. We are also unique because we have the single vision to keep colleagues and customers safe, however we may accomplish this. It is in this uniqueness that I find encouragement and renewed energy when the rest of the company is not taking on their share or when our vision runs the danger of becoming too distorted with other issues.
I don't remember who made this statement in class, but I believe that one student mentioned that the book does not really give a good how to road map. Just like I stated at the beginning of this entry, the book mainly seems meant to inspire, but on a fairly high level. It seems like K&P are writing for people who are almost already there, at the inspirational leadership level. People who want to be better and are naturally energetic and enthusiastic. But what about the others, the people who are not even close to this level? Those who have just been promoted into a supervisory position due to their technical skills, rather than their people skills? Or those that have moved up due to tenure, or due to a union contract. What in this chapter can help them?
Actually, there are some specifics here that, I believe, can help. I divided these helpful tips into three categories.
- Language/speech
- Body language
- Other tools.
Re 1. Words are powerful and can help any leader communicate and bring e a vision to life. P&K mention stories, metaphors, anecdotes, slogans, poems, quotations and catchphrases. As a new leader, adding just one story or anecdote, might make a task or request alive. I realize that there is a danger in over-adding stories; practicing a speech or conversation is absolutely necessary. Those that are motivated to become great leaders will probably take the time to practice in front of a friend or mirror to make sure that their words sound genuine. And those who do not feel quite motivated or ready to be this great charismatic leader yet, can still take one of two of these baby steps to try out these leadership tools.
Re 2. Body language is often just as important, if not more important than words. P&K mention smiling often and establishing eye contact can engage the listener and help him/her to feel the vision the leader is trying to communicate. Moving around, using your hands to underscore your words, moving your head or leaning forward if the speaker is sitting in a chair are all good tools that demonstrate that you mean what you are saying. Gestures, such as opening your arms to the audience, reaching out with one or both hands also work well, in my experience.
Re 3. Other tools could be symbols on paper or in a presentation. Branding your vision to give it continuity in all you produce will serve to provide repetition of the message. Tangibles like T-shirts or other give-aways with a slogan or symbol can also help to support the vision and bring it alive. I use this category a lot to underscore the place of safety in everyone's work. A semi-annual safety newsletter with the same reoccurring symbols or pictures or presentations that include the safety symbols help me bring more continuity and renewed excitement to my speech and body language. In my field, as I suspect in many others, it is very important to communicate my message as often as the opportunities I can create or that present themselves. If my colleagues can look at a poster or a button that reminds them of being a safety leader it gets the company just a little bit closer to becoming the safety leader I envision it to be.
I knew that it takes more than words to to enlist others and create buy in. But this chapter was a good reminder because the authors give some hands on advice that could help even the reluctant novice leader take a few baby steps.
Claudia Beermann
Comments
Claudia,
I was interested to read both Chapter 5 & 6 this week. I found myself connecting a little more to the message. Normally, I would agree that K & P are talking to people very unlike myself: for profit business men and women, heads of companies, or at the very least, departments. But this week I was able to make the leap- I don't know yet if it was the topic or my own openness to their message.
I really connected to the ideas of identifying your passion and then relating that to what is meaningful to others. While I was reading I started to think about when I have been most passionate about something with a group and what impact that had. I immediately thought about my fourth and fifth years of teaching. I was confident in what I was doing by then, I was no longer the "new teacher on the block" (thank God). I was teaching a class that I really believed in- it was a year-long required course for all seniors that combined political science, economics, psychology, and sociology. Aside from the incredible work load, I loved it. Everything about it was so germane to the students' lives- roles in society, how to participate in civic life and the government, ways that people develop and learn, and how resources dictate all decisions. I passionately believed that they would be better prepared for college and life after this course. It was difficult, but I worked hard at making it matter to them. I taught them how to do their taxes, vote (and attend caucuses btw), communicate with their representatives, and critically read the news on a regular basis.
I also listened to things that concerned them and that they felt they needed to learn. I merged their ideals with the things I taught. Because of their ideas, I spent the last three weeks combining all the disciplines in looking at the issues surrounding HIV and AIDS. They were riveted, empowered, and motivated to work against the spread of this pandemic. I hoped it would start with each of them making better decisions.
Years later, I still get emails from former students about conferences they have attended on HIV and AIDS, work they are doing, or connections they think I should pass on to current students.
I have always wondered what made those two years so successful for me, I have never enjoyed teaching so much since. Because of budget cuts, I was laid off and found a job in a very different district the next year. I never taught that same curriculum again, although I have often wished for that opportunity, the new social studies standards made it far less possible.
I think that I understand a little better about what drove the success of those years after reading K & P... I believed deep down that the class was absolutely essential. I loved tackling problems with students through the lenses of the interdisciplinary approach and helping them see how many different things connect. I believed I was helping them all to become engaged citizens with more knowledge about the world they were about to jump into. My work felt so important and so engaging.
Meanwhile, because of the listening and of the tackling of a common purpose THEY felt so important. I think because of the way I animated my vision: with stories, with emotion, with passion and enthusiasm the students wanted to jump on with me. I can remember instances being close to tears- sometimes due to laughter and other times due to sad discussions or experiences. There was a sense of real-ness in that classroom that kept us all committed.
In the end, I think they felt like they were walking away with some first hand knowledge about the way the world worked, but that they also could dictate some pieces about how the class was taught and what we did. I think they felt like they got "their money's worth" with me. Their emails and cards have proven that to me over the years. I wish I could explain also how much they taught me.
What I liked about Chapter 5 & 6 is that it brought me back to remembering how that passion and common purpose felt. I know why I put so much of my days into teaching when I remember that class and those students. After reading today, I am more dedicated to reaching a place like that again.
K and P were more specific about how to get other people to buy in to a common vision and I agree with them. It is about speaking from the heart, practising positive communication, understanding your passion, and listening to the passions of others. I still don't always like the language that they use, but I feel like after reading, I connect with the meaning behind it much more.
Posted by: Kristin Farrell | February 24, 2008 08:36 PM