Leadership, learning, and service: A balancing act of influencing others and appreciating differences - Day 7 - 6.24.10

Leadership is often defined by a person who knows a great deal about what they are leading. A school leader would have knowledge and expertise in all things related to schools and education. Business leaders would have knowledge and expertise in all things related to their specific industry. Political leaders would know a great deal about the laws and legislation and what the people they represent want. While this knowledge is essential to be successful in a specific leadership position, there are many other types of knowledge that great leaders come to understand and know.

And knowledge isn't enough. Leadership is about the act of influencing others. Helping them learn and grow. Sharing the expertise and understandings that the leader has come to know. This is the "learning" part. 

All of this that we consider leadership must also be balanced with service. Service to the organization, the willingness to listen instead of just impart or share knowledge. It is a balancing act of influencing others and listening to appreciate differences to continue the leaders own growth and understanding.

Consider the picture at the left. This is a picture from American artist Bill Dan who creates pieces of artwork by balancing rocks and stones of any size on top of each other. While this may sound simple...it is not as easy as it may seem. Bill Dan explains in an interview with Fractal Enlightenment (2008) , "the key to the process is basically 'connection' - if the connection is right between the rocks, then it is on."

International business experts came together at the summer institute this year to talk to us about what is needed to help leaders to succeed in a global society. Al Dertka (2010) stressed the importance of knowing you own value systems and what you are about before trying to understand others. Nelson Solar (2010) stressed the importance of knowing your own value system, but also being very open and willing to understand the systems of others. This is achieved by getting to know what others are about, what their operating principals are, and respecting those differences. Solar, Dertka, and Brennen (2010) stressed that we have to know we are all interconnected, in some way or another. 

No matter how you look at it, leadership is a balancing act between leadership, learning, AND service. It isn't about each of those three independent of one another, it is about the connectedness. And if the connection between leadership, learning, and service is right, then it is 'on'! 

http://www.fractalenlightenment.com/2008/11/rocky-balancing-act-of-bill-dan.html

Dertka, A., Soler, N., Brennen, C., & Prisling, J. (2010, June). International panel of business and non-profit leaders. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

How is service connected to leadership - Day 6 - 6.23.10

Before I get in to the question "how is service connected to leadership?", I think first we must ask "is service connected to leadership?" Both of these questions have not found an easy answer in my mind yet, as there are times they seem dichotomous to one another and other times they seem to be very closely aligned. 

As Dr. Jerene Mortenson (2010) shared with us the story of her son in Afghanistan, at first light many may think, what a great leader he was. He has built all these schools, met with high Afghani officials, and really had an impact on a whole nation of people. While this is true, the story of Greg Mortenson is really one of complete service. Greg got lost in the mountains while attempting to climb K-2. His work began simply as giving back to the people who helped to save his life. Returning the favor of building a school for this small community became a driving force in his life, his mission. Greg had seen a need that this community wanted and needed and he dedicated himself to finding a way to make that happen for them. That clearly is service.

As Greg went on to build this school, he had to go through a transformation in order to find the best way he could support this community in building a school. Greg brought his own mental models or understandings as to how to complete this task. Dr. Mortenson (2010) shared that Greg had to learn that "you have to build relationships first. Don't take over and be the boss, let the people do what they can. Build relationships. Listen. Stop being arrogant." These type of statements would lead me to believe that Greg was continually reminded that he came there to provide a service, not to step too far into the leadership role.

However, maybe that is what leadership is really all about...service. Kent Peterson (2010) indicates that when leading and shaping school culture, "people are key in building the culture." Doesn't this match exactly what Greg was learning? Our jobs as leaders many times slip into being roles of managers. I think the true leadership is when you can fully immerse yourself into the culture, find what the culture needs from their perspective, and find ways to help them achieve that. Let's be honest, that is harder than one might think because often times our arrogance as leaders tells us we have answers to fix the problems that may exist. 

Leadership that spawns out of service is the kind of leadership we are talking about here. Servant leadership. Tightly woven, tightly connected. 

Mortenson, J. (2010, June) Three cups of tea: A mother's perspective. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Peterson K. (2010, June) Leading and shaping school culture. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

It is all about PEOPLE - Day 5 - 6.22.10

When I began my teaching career in high school mathematics, to me teaching was all about...math. That ability to think algorithmically and to make order or sense out of the world was very important. I naturally thought that way and saw the world through very black and white lenses. I actually began my college path thinking that I was going to be an electrical engineer, mostly because my dad told me that. Truth was...I didn't even know what engineering was or what engineers did. Throughout my college career, I kept taking math courses that were needed for engineering because it was easy for me, but began failing the engineering courses due to a lack of interest and understanding. I went on this long and winding path for a few years, trying to figure out what I was going to do once I was out of college. What would my profession be. Finally my third year I went to the college counselor, showed her my transcript and asked what the quickest route out of college was. She replied, "teaching high school math."

Now my sister who had math classes with me in high school laughed her head off when I told her I was going to be a math teacher. She had experienced first hand when I had tried to teach her something about math. My rigidity and my frustration at why she didn't understand came out in the worst ways. "I can't believe you don't get that!" was a common phrase I used to use with her. She honestly wanted to know how I was going to navigate the teaching profession with no patience or understanding of others who didn't get math.

In my student teaching and in my first teaching job it seemed easy for me. I had a firm understanding of the math concepts and could almost always find ways to tell a story and engage most of the students in what I was doing. It was those I couldn't engage that I really struggled with. Then the blame game started. It had to be because they were discipline problems...or it was because their parents were bad role models...or it was because of this...or of that. What I didn't get was the very message Howard Behar (2010) speaks of when he said it isn't about the coffee, rather it is about the people. It shouldn't have been about the math, it was about the students.

It has taken many years for this to really sink in to my thick scull. It IS about the people. Throughout our time in many different summer institutes and during out leadership and learning years, over and over again we have learned it IS about the PEOPLE! Consider these quotes from different sources on leadership:

• "People do not care how much you know until they know how much you care." (Maxwell, 2002. p. 79)
• "Applying the human equation to leadership challenges conveys respect for the fundamental principle that individual needs have value and the personal fears deserve consideration." (Reeves, 2002, p. 27)
• "In leading people, you will tune into their needs as well as your own." (Heifetz & Linsky, 2002, p. 165)

Once I was able to figure this out, it has made a tremendous impact on my well being, my ability to serve in my profession, and in the collegial relationships that I build with those I work with. 

I have come to know that the way to strengthen myself is to be able to get to know and to help support others. It wasn't so much about teaching of mathematical concepts as it was for building a relationship and instilling a love for mathematics because I could connect individually with each student about how I saw the world through a mathematical lens. This transformation has been a long, winding process for me, but has never been as clear as it has been this summer.

As Behar (2010) reminds us, "you don't always get what you want, you get what you need and it will come at the most appropriate time." It must be my time!

Baher, H. (2020, June). Leadership principles from a life at Starbucks. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Heifetz, R. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, MA: Harvard Business School Press.

Maxwell, J. C. (2002). Leadership 101: What every leader needs to know. Nashville, TN: Thomas Nelson.

Reeves, D. B. (2002). The daily disciplines of leadership: How to improve student achievement, staff motivations, and personal organization. San Francisco, CA: Jossey-Bass.

Can Experience REALLY affect gene expression - Day 4 - 6.21.10

Since the time I first found out about my father having Huntington's disease (HD), we have been on a course of finding more information, looking deep to find answers to what he will progress through, and trying to seek to find answers about what behavioral changes he will go through. Huntington's disease is a genetic disease. Because it is autosomal dominant,if you have the mutated allele, you will have the disease. Research about what exactly happens inside the brain that causes the symptoms is continually taking place. The National Institute of Neurological Disorders and Stroke (2010) states, "At this time, there is no way to stop or reverse the course of HD. Now that the HD gene has been located, investigators are continuing to study the HD gene with an eye toward understanding how it causes disease in the human body."

The research of Dr. Suomi is encouraging. He stated during his presentation (2010) that "experience affects gene expression" in the rhesus monkeys. Because my research is dealing with the impact of Huntington's disease on families, it is interesting to hear this comment. Could this really be true? Is there really the hope that at some point families who have had to experience this disease, all due to genetics, would have hope through providing certain experiences to others that may dramatically improve their quality of life?

After the presentation I was able to ask Dr. Suomi about the HD question and if he knew if his research would have an impact on genetic disease such as this. He pointed me to the studies in Los Angeles that have had some success in turning around behaviors associated with HD by using some drugs that have impacts on how the brain functions. The drug therapy is of high promise, but could this be accomplished behaviorally as well? Just amazing!

Dr. Suomi reminded me of our obligations as researchers to really continue to preform research and to continue adding to the knowledge of body that exists on any subject. Being part of the doctoral program and knowing that my research will also add to the existing body of knowledge is exciting. While some may have argued that his research with monkeys isn't quite right, without the use of animals to test some of our models, I don't know how we would continue to move forward. At one time I would have been very against research on animals and the impacts it has on them. However, it is such research that is now providing hope that one day no others will have to go through the consequences of a disease like my father has had to. 

That is true inspiration!

Suomi, S.  (2010, June). Leadership, Experience-based Brain & Biological Development. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

NINDS Huntington's disease information page. National Institute of Neurological Disease and Stroke. Retrieved June 30, 2010 from http://www.ninds.nih.gov/disorders/huntington/huntington.htm

Welcome to Summer Institute Year 3

Year 3 of the 3 year program. The last summer I will have to dedicate 16 continuous days to doctoral studies. While 16 days may not seem like much, summer goes by so quickly anyway. It is interesting coming into year 3...being those students that are in their last year. I remember when we were greeted by year 3 students as we entered our first year. We didn't really know what we were getting ourselves in to. We could only anticipate the rigor and intensity of what we were going to experience. Those year 3 students had a sense of accomplishment about them, a sense of peace. 

Then when we came back for year two...the painful year for me. It seemed summer institute would never end. We knew the rigor and intensity we had to look forward to coupled with the realization that we had more years to endure. 

But year 3. Ahhhhhhh...... here we are! We made it thus far. This is the last summer we will have to be away from our families. Our adventures in leadership, learning, and service will be self directed rather than having to be here during this time. Yet there will be something missed.

I am very excited about our adventures for the next year. I also anticipate the conclusion of the formal part of the program. It will be and is a huge sense of relief and accomplishment!

Service is... Grappling with Ideas - Day 1 & 2 - 6.18.10 & 6.19.10

On our journey this year we are asked to define our philosophy of service. This will be an especially hard quest for me because I'm not sure how to define service. In fact, as we started this venture 2 years ago, when we did our KWL (what we know, what we want to know, and what we learned), I had several things in the W column and not much anywhere else. Some of the questions I was seeking to get answers to:

• We know that there are styles of and types of leadership and different ways people learn, are there different "types" of service?
• Can service still be taking place, even if you are receiving monetary gains? 
• So often service is related to giving back to the community...isn't service also giving to your family and to those close to you when in need?
• Are some people more predisposed to serve? Is it a disposition?

When I came in to this program, I had a pretty good understanding of leadership (or so I thought), I knew some about learning, but service is a large area of question for me. 

Blair and Hipp (2010) talked about service as a personal journey, about understanding others and being open to serve their needs (rather than our own?). However, most times what we end up serving is already in alignment with our own value system. This helps us to meet our own needs at the same time. 

So I continually try to ascertain - 

Is service a project, serving on a board, providing community service, service to our children's school, it is a physical act?

OR

Is service really helping others in need in small ways? Can it be all the little things you do to help others achieve their goals?

Here is another example, at my children's school last year, they implemented mandatory service hours from the parents. This really struck me the wrong way, because if it is mandatory, how can it be service? In my mind, the way to encourage parents to be more active and find ways they can give back to the school community doesn't happen by mandating a certain number of hours that somebody "work" for the school. However, service is defined in so many different ways, that is really is hard to put a definition to it. 

Looking in a couple of different online dictionaries, they had 15-23 different definitions of the word service. That really made me think hard about what service is and what we are talking about when we say the word "service".

This year will be a great year to gain new meanings and understandings of service.

Stanford-Blair, N. & Hipp, K. (2010, June). The Service Year. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwuakee, WI