Leadership lessons, connected with faith and wisdom.

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Podcast, Season 2, Episode 36: Be a Better Leader: The Be-Attitudes of Better Leadership (Part 20, Do What Works)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, being trustworthy, and being knowledgeable, and today in part 20, I am continuing our discussion of the fifth category, “Be Excellent.” More specifically, I am talking about the importance of doing what works.

Here is the link to the podcast.

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Be A Better Leader (part 20): Be Excellent (By Doing What Works)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, being trustworthy, and being knowledgeable, and today in part 20, I am continuing our discussion of the fifth category, “Be Excellent.” More specifically, I am talking about the importance of doing what works.

It’s been said that the definition of insanity is doing the same thing repeatedly but expecting different results. Sometimes it seems this definition characterizes companies and organizations, because they will continue to do something even though it doesn’t work. Perhaps it is because it is tradition, or because it takes too much work to change, or even because the leadership doesn’t recognize that it doesn’t work, but they keep doing it.

Motorola is great example of this. In the late 80’s and early 90’s they were a leader in the analog phone business.   They were doing what worked at the time, but then something happened: digital technology was developed for cell phones, which completely changed the cell phone service industry. Analog phone technology would no longer be the technology that would drive cell phone production and use, but Motorola continued to invest in its analog technology, and as a result, ceased to be relevant in the cell phone business. They were no longer doing what worked, but continued to do it anyway.

Effectiveness depends on discovering what works and doing it. Often, it is at a micro-level within an organization that people figure this out. Edgar Schein describes it like this: “The general phenomenon of adapting the formal work process to the local situation and then normalizing the new process by teaching it to newcomers has been called ‘practical drift’ and is an important characteristic of all operator subcultures. It is the basic reason why sociologists who study how work is actually done in organizations always find sufficient variations from the formally designated procedures to talk of the ‘informal organization’ and to point out that without such innovative behavior on the part of the employees, the organization might not be as effective” (2010). In simple words, the people who are on the ground floor tend to figure out how to adjust formal processes and procedures in a way that works best, and they then teach it to new employees, which helps the organization to function better. In spite of what may be the written procedures, they do what works. An effective leader pays attention to this and maintains awareness and understanding of what is working and what is not, and will then use that understanding to help shape decisions.

Then, if it is working, keep doing it (as the old saying states, “if it ain’t broke, don’t fix it”). This truth was evident in the research conducted by Collins & Hansen and published in Great by Choice (2011). They defined a SMaC (Specific, Methodical, and Consistent) recipe as “a set of durable operating practices that create a replicable and consistent success formula,” and then noted that highly successful companies “adhered to their recipes with fanatic discipline to a far greater degree than the comparisons, and . . . they carefully amended their recipes with empirical creativity and productive paranoia.” However, they also found that these companies “changed their recipes less than their comparisons.” Their research revealed that companies that were doing things well and were thriving tended to continue doing what was working without great change. They were not subject to changing with the wind, or panic, or the latest fad, but held to the practices that they knew worked.

This has been one of my personal frustrations in the world of education. In my years as a teacher and school administrator, it seems like I have seen countless new programs and initiatives established, often to have another new one rolled out the following year. They have always been communicated as necessary for effective education, but many times it has reminded me of “stage one economics” – there appears to be an immediate short-term gain or value, but in the long term it is more detrimental than it is beneficial. But before that becomes apparent, the world of education has moved on to a new program.

As leaders, we need to be intentional about doing what works (which is generally evident in the results). And we need to not be afraid of allowing the people who would know best to have input, so we need to give people a voice in the process. This does not mean we don’t periodically assess and analyze, because we do need to make sure it still works, and we can often make minor tweaks that bring improvement. It also doesn’t mean we need to be inflexible (in the last article and episode, I talked about the importance of flexibility, the complement to this week’s discussion of doing what works). Don’t change for the sake of change when what you have is working (but if what you have is not working, don’t keep doing it). Do what works. And keep doing it.

Collins, J., & Hansen, M. T. (2011). Great by Choice: Uncertainty, Chaos, and Luck – Why Some Thrive Despite Them All. New York, NY: Harper Collins Publishers.

Schein, E. H. (2010). Organizational Culture and Leadership (4th Edition ed.). San Francisco, CA: Jossey-Bass.

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Podcast, Season 2, Episode 35: Be a Better Leader: The Be-Attitudes of Better Leadership (Part 19, Be Flexible)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, being trustworthy, and being knowledgeable, and today in part 19, I am continuing our discussion of the fifth category, “Be Excellent.” More specifically, I am talking about the importance of being flexible.

Here is the link to the podcast.

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Be A Better Leader (part 19): Be Excellent (By Being Flexible)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, being trustworthy, and being knowledgeable, and today in part 19, I am continuing our discussion of the fifth category, “Be Excellent.” More specifically, I am talking about the importance of being flexible.

In the 1993 blockbuster movie Jurassic Park, actor Jeff Goldblum played a character named Ian Malcolm, who was a “chaos mathematician.” His character’s role was to apply the ideas of chaos theory to the operation of the dinosaur-themed amusement park, with the hope of being able to give approval so that the park could move forward. However, in his view, chaos theory purported that everything is unpredictable, because tiny environmental factors and influences mean that nothing ever happens the same way twice. The result was that he believed the forces that the Jurassic Park scientists were trying to control were, in fact, uncontrollable.

The reality is, life is unpredictable and constantly changing, and those changes are often uncontrollable. Sure, we can maintain some semblance of control with planning and structure, but there are always circumstances and factors that are unexpected and that we can’t control, like when you drive over a nail and get a flat tire, or you get in an accident caused by another driver, or when severe weather cancels your plans, and so on. These types of things force you to change in some way, but if you cannot adapt to change, you will live a life of eternal frustration. So, since you can’t avoid it, what you must do instead is learn to navigate it, by learning to become flexible, and there are three things you can do to help you with this.

First, relinquish control. It begins by accepting the fact that you cannot control everything that happens. It’s foolish to think that you can. This truth has been reflected often in the financial industry, where unpredictable events impact the value of stocks. Malcom Gladwell, in his book What the Dog Saw (2010), discussed this in one of the book’s articles, entitled “Blowing Up.” In this article he discussed the financial practice of investors, and suggested – according to his interview with one particular advisor – that you must accept that you can’t predict the unexpected event, therefore you must always be prepared for losses.

A number of years ago, I read a book by Peter Schwartz called Inevitable Surprises (2004), in which Schwartz made the claim that certain future surprises were actually inevitable, and therefore could be predicted and harnessed. One of his primary examples was the “inevitable” impending increase of retirees from the large baby boomer generation, which he then identified as a resource to be tapped into. However, what he could not predict was the change in longevity of life, combined with a later retirement ages, which meant that the expected volunteer force of retirees did not emerge (ironically, an increase in volunteerism occurred among the younger generation, not the older). The point is, you cannot control unpredictable events, and therefore you must be willing and able to accept that lack of control, in order to keep it from defeating you.

Second, be willing to try something different. If you know that some things will happen outside of your control that change your plans, you need to be willing to change your plans and do something different. This is a lesson I learned early in my administrative experience, in the first school in which I served as a headmaster. There was an expectation that I implement noticeable change, because the school had been struggling, and so I began to develop and initiate a strategic plan. However, as you might expect, some of my plans did not work well, because unexpected circumstances would influence the outcome, or people would resist, or it simply didn’t work the way I thought it would. I could tell that people were watching me to see how I would respond to these obstacles and unpredictable events, and so I got in the habit of saying, “If it doesn’t work, we’ll do something different.” This was not only for their benefit, but also for mine, to reassure both them and me that it wasn’t an end, only a change. It helped them to be willing to try something different, and in the process of trying something different, we learned, improved and found the best solutions.

Jim Collins, in Great by Choice (2011), addresses a similar idea when he talks about firing bullets then cannonballs. The idea, he explains, is that effective leaders spend a small amount of resources trying out a variety of ideas (firing bullets), dismissing the ones that don’t work well and pouring more resources into the ones that do (firing cannonballs). We often don’t know with certainty what is going to be effective and produce the desired outcome, and we also don’t know what unexpected factors will hinder our plans, therefore we ought to be willing to try ideas and test plans with the understanding that, for various reasons, it may not work (either at this time, or in this place, or under these circumstances) and so we need to be able to let it go, change, and do something different. It may mean changing the time, or place, or circumstances, or perhaps even throwing it away and starting over, but regardless, it means being willing to do something different.

Third, develop creativity. We are not all naturally creative in our thought process or in our expression, but we can all do things that help us to become more creative. When we develop creativity, looking for new ways of thinking, doing, and expressing, we begin to startle people (in a good way), helping us to get and hold their attention. I learned a little about this when I first became a history teacher. I felt like I had had history teachers in the past who were very boring, and so I wanted to get the attention of my students and make history an enjoyable and valuable class. I remember early in the year, in an American History course, when I was teaching on Christopher Columbus’ arrival to the new world, trying to explain what it felt like to be on his ship sailing across the ocean with a hope but not a certainty, when I suddenly leaped on top of my desk and yelled “Land ho!” as loud as I could. The class jumped, laughed, and then engaged in an active discussion. By being unexpected, I helped to develop an interest in the course.

Daniel Pink, in his book, A Whole New Mind (2006), discusses the value of creative thinking and its importance to leadership and progress. He proposes that those who can learn to think creatively will have an advantage in a global marketplace. He then offers six “senses” that are necessary for cultivating creativity, and provides practical advice on how to develop these skills. The main point is that creativity is skill that can be nurtured and grown, and is necessary for growth and leadership in the world of information and concepts in which we live.

We cannot ignore the fact that life throws curve balls, and that much of what happens around us and to us is unpredictable. Try as we might to prevent it or avoid it, change happens, and if we are not willing and able to have a degree of flexibility, we will be frustrated, disappointed, and defeated. To be an effective leader, then, you must be able to be flexible. Doing this will require that you are willing to give up control (specifically, over those things that you can’t control), willing to do something different with positive (not a defeated) attitude, and willing to learn to become more creative. Developing these characteristics will help you to have the flexibility you need, in order to lead well in a changing world.

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Podcast, Season 2, Episode 34: Be a Better Leader: The Be-Attitudes of Better Leadership (Part 18, Be Intentional)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, being trustworthy, and being knowledgeable, and today in part 18, I am beginning our discussion of the fifth category, “Be Excellent.” More specifically, I am talking about the importance of being intentional.

Here is the link to the podcast.

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Be A Better Leader (part 18): Be Excellent (By Being Intentional)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, being trustworthy, and being knowledgeable, and today in part 18, I am beginning our discussion of the fifth category, “Be Excellent.” More specifically, I am talking about the importance of being intentional.

I have often said, when I have been in a leadership role, that there is very little that I don’t do on purpose. In other words, most of what I do is on purpose or for a purpose. It may seem that this is an obvious statement, and in one way it is, in that it is a leadership principle that makes sense. However, it generally requires a much more intentional effort to be intentional than most would realize! The reason for this is that intentionality, or ‘intentional-ness’ (a made-up word), needs to be woven into even the most minor and trivial things for it to be effective, which requires much more work than being intentional in major or obvious ways.

Edgar Schein explains this same idea in Organizational Culture and Leadership (2010) when he talks about Primary Culture Embedding Mechanisms, which he lists as attention, reaction, allocation, example, rewards, and recruiting. It is interesting to note that none of these are actions, or embedding mechanisms, that happen randomly or by chance; rather they all must be actions that leaders intentionally take to embed cultural changes within an organization or environment. He goes on to emphasize the importance of the mechanism of attention, and says, “the most powerful mechanism that founders, leaders, managers, and parents have available for communicating what they believe in or care about is what they systematically pay attention to.” He then illustrates this further when says that “even casual remarks and questions that are consistently geared to a certain area can be as potent as formal control mechanisms and measurements.” The point that he makes is that a leader must be intentional about the way he conducts himself in front of and in interaction with his followers, even in the details of choices of words and comments.

It may be easier to identify and establish this characteristic in organizations as a whole than in individuals, because organizational culture tends to more easily be intentional and deliberate due to their complexity and size (like the greater deliberation it takes to turn a battleship as compared to a canoe). Daniel Kahneman, in Thinking, Fast and Slow (2011), says it this way: “Organizations are better than individuals when it comes to avoiding errors, because they naturally think more slowly and have the power to impose orderly procedures.” In the same way, however, individuals can develop a more intentional way of thinking and acting by forcing themselves to think more slowly, deliberately, and orderly until it becomes more natural.

So if leaders are more effective when they are proactively intentional, then what does it look like in practice? It can be demonstrated by consciously asking yourself why something is done a certain way, and then thinking through or dialoguing options and ideas in order to make sure that what you are doing is for the right purpose and in the best way. It could involve making it safe for someone to make a mistake and allowing that person to fail so that he or she will learn and grow, and then stepping in to be a positive component of his or her growth process. Or perhaps choosing words that will be best understood in the organizational context and choosing to avoid words that would have a negative cultural connection in that same context (for example, in one organization in which I worked, I discovered that the word “debrief” caused much anxiety, which I could eliminate by using “review” or “talk through” instead; I will say more about that in a later article in this same series). In the multiple decisions that you make every day, these – and many other actions and words – are simple (and often minor) communication and relationship practices that you as a leader can do – intentionally! – that will enhance your leadership effectiveness.

Kahneman, D. (2011). Thinking, Fast and Slow (1st ed.). New York, NY: Farrar, Straus and Giroux.

Schein, E. H. (2010). Organizational Culture and Leadership (4th Edition ed.). San Francisco, CA: Jossey-Bass.

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Podcast, Season 2, Episode 33: Be a Better Leader: The Be-Attitudes of Better Leadership (Part 17, Be a Reader)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, and being Trustworthy, and today in part 17, I am concluding our discussion of the fourth category, “Be Knowledgeable,” and more specifically, I am talking about the importance of being a reader.

Here is the link to the podcast.

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Be A Better Leader: The Five Be-attitudes of Better Leadership (part 17, Be Knowledgeable . . . by Being a Reader)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, and being Trustworthy, and today in part 17, I am concluding our discussion of the fourth category, “Be Knowledgeable,” and more specifically, I am talking about the importance of being a reader.

When I was in high school, I remember my father often sharing nuggets of wisdom with people. One such pearl was a statement he would make about the importance of reading: “If you can read well, you can learn to do anything well.” He would make this comment when the conversation around the dinner table was focused on one subject or another in school, or how one of us – his children – was doing in a particular class, or what we were learning. He would say something about the value of that subject, but then he would add his statement about the value of reading.

It shouldn’t surprise anyone, then, that I grew up in a family of readers. When I was little, my father would read to us every night (I can remember listening to him read the Little House on the Prairie books, by Laura Ingalls Wilder, which I have since read to my own children, along with the Chronicles of Narnia books, by C.S. Lewis). As I grew older, it was not uncommon, on a quiet evening, to find us all sitting in the living room, each reading a good book. And I have continued to read as much as I can as an adult; although, to be honest, there have been periods when I found it nearly impossible to find the time to read.

As I reflect over the time that has passed since my childhood, I can identify several books and/or authors that have had a significant influence on me. The Bible would be at the top of the list; as a follower of Jesus, it has shaped my worldview (and continues to do so), and profoundly impacts how I understand and navigate the world. Reading most of Louis L’amour’s western fiction as a teenager helped to shape my independence and determination, and influenced my perceptions of the characteristics of rugged manhood. When I read Earnest Hemingway’s For Whom the Bell Tolls in my 10th grade English class, the poem by John Donne that was referenced at the beginning of the book and from which the book gets its name, struck me in a way that I have never forgotten: “No man is an island, entire of itself; every man is a piece of the continent, a part of the main.” Although I didn’t realize at the time, this one poem helped me to understand the importance of relationship and connection, which has in turn shaped my views on leadership (I have quoted that line a number of times in conversations about leadership and organizations). I could add a few others to this list of personally influential books: The Hobbit, and The Lord of the Rings trilogy, by J. R. R. Tolkien; Man to Man, by Charles Swindoll, All Creatures Great and Small, by James Herriot; and even Calvin and Hobbes, by Bill Waterson, and Gary Larson’s The Far Side had an effect on my sense of humor (or, perhaps better stated, reflected my sense of humor).

When I was working toward my Ph.D. in leadership, two books in particular had an effect on me early in the program. The first was called Leadership and the New Science, by Margaret Wheatley. This book explored the scientific principles of Chaos Theory, and translated those ideas into leadership principles. The impact of this book for me was not so much the content and the leadership principles, as it was the fact that, in reading the book, I began to make connections in my own mind between truths of the Bible and effective leadership principles and practices. I don’t believe that Wheatley is a Christian author, and I’m pretty sure that was not her intent in the writing of the book, but it was a turning point in the way that I read books on leadership. The second important book for me was called The Making of a Leader: Leadership Emergence Theory, by J. Robert Clinton. This book presented a theory on the formation of leadership that, as I read, resonated deeply with me because it reflected precisely how I viewed my own development of leadership. As I read through his stages of leadership emergence, I could look back over my life and see that I had followed the same process he was describing. In fact, the theory of leadership presented in this book became the supporting theory for my doctoral dissertation.

I continue to read regularly, and with variety. My personal habit is to be reading four or five books at any given time – typically one on leadership, one on Christianity or spiritual growth, one on education or history or general knowledge, a work of classic literature, and a book of enjoyable popular fiction (at the time I write this, I am in the process of reading Biblical Critical Theory, by Christopher Watkin; The Bookends of the Christian Life, by Jerry Bridges, Raving Fans, by Ken Blanchard, Research Design, by John Creswell, The Odyssey, by Homer, and Words of Radiance, by Brandon Sanderson). Some books I read purely for entertainment and enjoyment, but some I read in order to intentionally learn and grow. For those books (usually the books on leadership and the books on spiritual growth) I often take notes on 4” x 6” note cards, summarizing and outlining the main ideas of each chapter, and I keep those sets of note cards stored alphabetically by book title in a file box to keep them handy for reference at a later date.

You don’t have to read in the same way that I do, but you should be reading. You should read books that challenge your thinking, books that help you to learn in your particular field of work, books that help you to grow as a leader, books that broaden your general knowledge. All of these types of books shape your thought process and ideas and stretch the muscle of your brain. In the process, they can help you to become a more knowledgeable and effective leader, because you will learn. So I would challenge and encourage you to be disciplined and intentional about reading. Read for enjoyment. Read to learn. Read.

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Podcast, Season 2, Episode 32: Be a Better Leader: The Be-Attitudes of Better Leadership (Part 16, Be a Learner)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, and being Trustworthy, and today in part 16, I am continuing our discussion of the fourth category, “Be Knowledgeable,” and more specifically, I am talking about the importance of being a learner.

Here is the link to the podcast.

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Be A Better Leader: The Five Be-attitudes of Better Leadership (part 16, Be Knowledgeable . . . by Being a Learner)

In this “Be A Better Leader” series of website articles and podcasts, I am talking about a variety of attributes, characteristics, and skills that are essential to effective leadership, and discussing how they are reflected in practice. I have grouped these things into five categories of what a leader ought to be, which is why I am labeling them as the “Be-attitudes of Better Leadership.” These five categories are: “Be Genuine,” “Be Relational,” “Be Trustworthy,” Be Knowledgeable,” and “Be Excellent.” We have already looked at being genuine, being relational, and being Trustworthy, and today in part 16, I am continuing our discussion of the fourth category, “Be Knowledgeable,” and more specifically, I am talking about the importance of being a learner.

As I shared briefly in the last article, years ago my family was having a get-together at my parents’ home, and while we were sitting around the dinner table, my dad made a comment about someday wanting to build a deck on the back of the house. One of my two brothers suggested that we do it the next day, because there likely would be very few times that we would all be together at the same time again. So, my dad sketched out the plans, and the next morning we went to the lumber store, picked up all the supplies, and then the four of us proceeded to spend the next eight hours building a large deck. What a great memory!

When we were all finished, my dad commented on how he could see certain attributes of each of our personalities throughout the process. One of the observations that he made about me was that I was constantly asking questions, trying to understand why were doing things in a certain way, and learning from the experience. And that observation was an accurate reflection. In fact, on the StrengthsFinder profile, “learner” is one of my top characteristics. As I have continued to study, learn, and grow in my leadership development, I have seen that this is a common characteristic of effective leadership: leaders are learners.

Bennis and Thomas, in an article originally published in the Harvard Business Review, found this to be true in all of their interview subjects for their research. Their interviewees all described opportunities for reinvention that came from transformative experiences, and all of them placed great value on the learning that took place from those experiences. The authors went on to describe this learning by saying, “In the extreme, the capacity for reinvention comes to resemble eternal youth – a kind of vigor, openness, and an enduring capacity for wonder that is the antithesis of stereotyped old age . . . this [is a] quality, a delight in lifelong learning, which every leader displays, regardless of age . . . it’s an appetite for learning and self-development, a curiosity and passion for life” (Bennis & Thomas, Crucibles of Leadership, in HBR’s 10 Must Reads on Leadership, p. 106). What they discovered is that leaders are constantly learning, and doing so with passion and enthusiasm.

I have often told my own children that you learn just about everything from experience – either your own experience or someone else’s, but it’s usually far less painful to learn from someone else’s experience. However, the pain (or joy) of learning from your own experience can often be a much more effective teacher. In another article originally published in the Harvard Business Review, John Kotter pointed out that “leaders almost always have had opportunities during their twenties and thirties to actually try to lead, to take a risk, and to learn from both triumphs and failures. Such learning seems essential in developing a wide range of leadership skills and perspectives. These opportunities also teach people something about both the difficulty of leadership and its potential for producing change” (Kotter, What Leaders Really Do, in HBR’s 10 Must Reads on Leadership, p.53).   A key word in that last sentence is “potential” – the potential for growth and change is there, but only if the leader learns. Therefore, if the leader is a learner, he or she will learn from every opportunity, and in that process will continually become a more effective leader. But if that person is not a learner, he is destined to repeat the same mistakes and will fail to develop.

In essence, learning needs to be part of the nature of an effective leader. Expanding a broad, general knowledge base; increasing an understanding of human behavior; studying culture and history on both a macro-level (globally and nationally) and a micro-level (organizationally); learning more about leadership; taking up new hobbies and interests; asking questions; exploring, discovering, reading, and engaging the mind; all can be part of the growth and development of a leader. Becoming a learner will stretch your mind, build your knowledge, and open your eyes to new insights. It will help you to make connections between ideas and to understand people. It will help you to be a more effective leader. Leaders are learners. Be a learner.

Bennis, W. G., and Thomas, R. J., “Crucibles of Leadership,” in HBR’s 10 Must Reads on Leadership (2011). Harvard Business Review Press: Boston, MA.

Kotter, J. P., “What Leaders Really Do,” in HBR’s 10 Must Reads on Leadership (2011). Harvard Business Review Press: Boston, MA.

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