Showing posts with label leadership skills. Show all posts
Showing posts with label leadership skills. Show all posts

Tuesday, January 7, 2014

Analyzing the Function of Creative and Critical Thought in the Evolution of Leadership


By Dr.  Andree Swanson

In the world of leadership and management training, new managers must take a systems approach to analyze the needs of the organization.  To develop an effective management-training program, an incoming leader needs to have a wealth of information at his or her fingertips.  Through a systems analysis approach, the new training leader will be a motivator, coach, guide, collaborator, mentor and teacher to all members of the company.  In addition, leaders must be visionaries, resilient to the ever-changing global economy that exists today, thus, they must know how to gather resources and know how to tap into knowledge.  “Leaders are consumers of information” (Poet, 2003).

This approach is what enabled this writer to develop a managing training program for a national rental company.  Through critical and creative leadership, and an understanding of what Vaill (1996, p. 14) called “Permanent White Water”, this author will define:

a.     critical thinking,
b.     creative thinking,
c.     assess how leaders have traditionally treated creative and critical thinking,
d.     Permanent White Water, and
e.     systems learning. 
 
Leadership in Thinking

Consider some of the great leaders of the past, Winston Churchill, Mahatma Ghandi, Martin Luther King, and Abraham Lincoln to name a few.   These people are considered great critical thinkers.  Let’s look at what constitutes critical thinking.

Critical Thinking

Critical thinking is a process, which includes evaluating, synthesizing, applying, and conceptualizing (Scriven & Paul, n.d.).  When this writer was the newly-hired training manager, she was given a budget, made aware of low morale throughout the company, and unskilled managers at most stores.  It was through personal interviews, conducting a needs analysis, and evaluating the recurring issues that appeared, that she applied critical thinking skills to her task of designing a training program.

Creative Thinking

It is easy to think of the creative people throughout history, Leonardo da Vinci, Orville and Wilbur Wright, Thomas Edison, and Henry Ford.  He took old knowledge and added new.  Henry Ford thought creatively; he developed a mass production concept – build more cars, faster and cheaper.  “Ford revolutionized manufacturing.  By 1914, his Highland Park, Michigan plant, using innovative production techniques, could turn out a complete chassis every 93 minutes" (Bellis, 2003, ¶ 3).

As you can see, critical and creative thinking are not new skills.  People throughout history provide examples of strong thinkers, but how did these skills apply to the writer as she began her training position? First, look at the origins of the company, Rent-X.  It began as a small, locally-owned rental store, which slowly expanded to seven stores within the Denver metropolitan area.  The company’s scope and influence were limited to a specific area.  At this level, the “white water” was limited.

Second, the company began to grow, buying small “mom and pop” rental companies across the United States.  Along with the growth, so did the accompanying “white water”.  The waves were naturally growing larger because the company branched out in many directions geographically.  Finally, foreign ships in the storm from other countries entered the scene.  Rent-X looked as though it was weathering the “white water” with a strong position, so St. Gobain, a French company, purchased Rent-X.  Through all these changes, this writer was challenged to think critically to assess the situation, think creatively to help the managers and employees feel they were part of a team, instead of feeling as though they were clinging to lifeboats throughout this business storm.  This writer who wore the title of “National Training Manager”, actually she served as an Organizational Change Facilitator and personal coach.

Permanent White Water

Life is full of events that occur simultaneously as we proceed towards our goals.  In the example of Rent-X, the goal of growing the business was stronger than the goal of empowering the employee.  When the scope changes, the magnitude of the obstacles multiplies.  As individuals and leaders, the world is full of obstacles and unexpected occurrences.  A college professor, Peter B. Vaill, coined the phrase “Permanent White Water (PWW)” (p.  8) as a metaphor for an unpredictable world.  Vaill stated “Permanent white water consists of events that are surprising, novel, messy, costly, and unpreventable” (p.  14).  The key word in his phrase is “permanent”.  One does not make the externalities disappear.  It is impossible to operate in a vacuum isolated from world.  In fact, our world is expanding globally.  There will always be life events occurring outside our comfort zone.  Look at the example of Rent-X again.  The external influences (white water) began at a local level, expanded nationally, and then globally.

Leaders of 50 years ago had fewer changes and outside turbulence, than leaders of today.  The work force is more unpredictable, technology is changing faster than companies can keep up, and the work environment is no longer locally based, but global in nature.  Leaders must be attuned to the events that influence him/her, the organization, and the environment of the organization.  Vaill inferred that it is not merely the events, but the meaning we attach to those events that creates the Permanent White Water.  There are five characteristics of PWW are:

a.        it is full of surprises,
b.        complex systems tend to produce novel problems,
c.        the conditions feature events which are messy and ill-structured,
d.        the events are often very expensive,
e.        they raise the problem of recurrence. (pp.  10-14).

Systems Learning
       
This writer is no longer with Rent-X, in fact it is out of business today, but as she revisits her time there as the Organizational Change Facilitator, she modeled Vaill’s systems learning approach in designing the management training program.  Vaill’s approach includes four strategies for learning: Systems learning, leaderly learning, cultural unlearning, and spiritual learning.  From the beginning, this writer considered all components of the organization when building the program.  Managers were not looked at as an entity on their own, but how they interact with customers, employees, and supervisors and even on how they took time for themselves (stress management, for example).  “The basic reason systems learning is so important, beyond its intrinsic delights, is its value to managerial leaders as they think about how to lead and manage groupings of people (Vaill, p.  119).”
       
Another goal for the training program was to create a paradigm shift from managers as merely paper and people pushers, but as employees who were empowered to grow the company.  The writer took a team-centered approach using motivational concepts from Lou Holtz, former Notre Dame football coach, and incorporating employee empowerment models from the US Navy, the Sheraton Berkshire hotel, and Federal Express.  The goal was for the managers not to see the training as a band-aid fix, but to instill passion.  Although some of the managers required specific task-related training, the main goal was to inspire passion…to as the match to the candle of leadership.  This is in keeping with Vaill’s premise of leaderly learning:

…managerial leadership is not learned; managerial leadership
is learning.  The relevance of learning to leadership is
that the behaviour we call leadership is, before it is anything else, an initiative from within oneself.  Leadership has self direction as its essence.  (Review of the Book Learning as a Way of Being, n.d., ¶ 17-18)
       
The final two common areas that this writer had with Vaill are the areas of cultural unlearning and spiritual learning.  It seemed quite natural to the writer that there were cultural differences to deal with when designing the program.  This idea was initially not received well, but as the writer began to actually implement parts of the program, she was able to provide solid feedback on how management styles and cultural differences made a difference.  A simple example is the time consideration for family and religious activities.  In the Denver metro area, the stores operate seven days per week, and they thought nothing of holding a training session on Sunday evening.  However, when the writer traveled to Oklahoma, South Carolina and Arkansas, the idea of training on a Sunday was not well received.  Another example of cultural unlearning was the specific training session that addressed cultural diversity and knowing that even stating something as feeling like a “red-headed step-child” may be offensive to some.  Vaill stated:

Even for those within a single culture—and certainly for those within the North American culture—the topics of spirituality and religion may not be easy to discuss.  Yet, perception of the particular spiritual nature of a culture may be one of the most important cultural keys to understanding it and continual learning and growth may be the most important kind of learning we can do in permanent white water.  (p.  175)
       
In keeping with the systems approach to learning, whether in a classroom setting or when developing a training program, spiritual learning is a vital element also.  From a holistic perspective, we are spiritual beings, ever-changing and dynamic.  To not consider this when approaching learning is to not consider the systems approach.

Summary

Leadership today is not an easy task.  We must be innovative yet analytical, motivating yet controlling, and learn to become consumers of information (Poet, 2003).  Leaders must be aware of the ever-changing world we live in and conscious of the permanent white water that surrounds us.  Leaders must accept and develop within themselves the concept of leaderly learning and make it not just a catch phrase, but also a value statement to live by as we progress on our learning journey.  Through constant refreshing of our critical and creative thinking skills, and the nurturing of our leaderly learning skills, this course is the backbone for all growth to become effective educational leaders.



References

Bellis, M. (2003). Henry Ford (1863-1947). What you need to know
      about.  Retrieved from
      http://inventors.about.com/library/inventors/blford.htm
Review of the book Learning as a Way of Being: Strategies for
      Survival in a world of permanent white water.  (n.d.).  Change
      Management Monitor.  Retrieved from
http://www.change-management-monitor.com/fullreviews/960508Vaill.html
Scriven, M., & Paul, R. (n.d.). A working definition of critical
      thinking.  Retrieved from
      http://lonestar.texas.net/~mseifert/crit2.html
Vaill, P.  B.  (1996).  Learning as a way of being: Strategies for
      Survival in a world of permanent white water.  San Francisco, CA:
      Josey-Bass.

Wednesday, August 21, 2013

Leaders Convert Critical Thinking to Critical Action


Critical decision making is vitally important to accurate assessments and successful strategy. Both current leaders and students have a hard time thinking critically about the nature of events in order to more accurately achieve desired outcomes. Jenkins and Cutchens (2011) have studied the lack of understanding among undergraduate students as well as their ability to apply such concepts to leadership. Such students will eventually become tomorrow’s leaders and will need new skills to compete effectively. 

An underlying assumption of all leadership is that people should use interpersonal skills in the environment to increase self-awareness, understand others, and learn from life experiences (Burbach, et. al, 2004). Leaders constantly learn about life in order to become more aware of how their behavior impacts others and how life’s lessons can enhance their decision-making abilities. When their skills consolidate to create higher levels of influential performance they have self-actualized.

Self-reflection helps to create stronger leadership. Leadership is the ability to reflect to determine what to believe and what to do in situations (Ennis, 1993). Without the ability to think about concepts and challenge premises it is difficult for people to come to new insight and solutions. Leadership is all about thinking and then acting in ways that benefit the most people. 

Critical thinking affords the opportunity for leaders to use critical reflection, integrate personal experience, and use learning to engage and understand new ideas that challenge conventional thinking (Reynolds, 1999).  It is nearly impossible to break from limited molds unless leaders are willing to challenge and grow the ability of people to achieve new heights. A lack of reflection limits the ability of leaders to make accurate decisions. 

Such reflection comes with a price. It can often create considerable discomfort and dissonance (Brookfield, 1994). To think anew means one must give up the old. This requires a level of energy and analysis in order to integrate new concepts within one’s life. It takes even more courage to integrate these concepts into the environment.

Actions required to Lead Critically:

-Be aware of the context of your situation and evaluate the implications
of your decisions.
- Ask questions and listen appropriately.
- Take the time to understand the diversity of others’ decisions, values,
and opinions.
-Be flexible and open-minded in your decision-making.
- Accept, internalize, and apply constructive criticism.
-Evaluate assumptions before you try to challenge them.
-Understand processes before you try to change them.
-Know the strengths and weaknesses of your followers and direct or
empower accordingly.
- Be purposeful and take into account your organization’s mission and
values when making decisions.
- Engage others where they are, not where you want them to be.
- Encourage critical followership.
- Take informed action.

The study by Jenkins and Cutchens utilized 80 advanced leadership students to analyze and understand the concept of “leading critically”. It is important to teach students and executives that thinking critically helps one to apply such skills in different situations to enhance leadership. To lead critically requires one to not only think critically but to act critically. Through the understanding of critical thinking in leadership higher order leadership skill can be developed. 

The study brings to our awareness that effective leadership has at least two parts. One must not only think critically but also act critically to be effective. It is hard enough for people to think for themselves but to then act against the grain of group think can be extremely difficult. Such actions are often thwarted by social adherence pressures, dissent, and loss of support. To lead means to chart one’s own course and give a path to others. 

Brookfield, S. D. (1994). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass and England: Open University Press.

Burbach, M. E., Matkin, G. S., & Fritz, S. M. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482-493.
Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3),
179-186.

Jenkins, D. & Cutchens, A. (2011). Leading critically: a grounded theory of applied critical thinking in leadership studies. Journal of Leadership Education, 10 (2). 

Reynolds, M. (1999). Critical reflection and management education: Rehabilitating less hierarchical approaches. Journal of Management Education, 23(5), 537-53.

Wednesday, February 6, 2013

The Emotionally and Socially Intelligent Leader



Emotional Intelligence
Emotional intelligence (EI) is an important quality in a leader.  Barrett (2006) stated,
Emotional Intelligence is emotional and social knowledge and the ability to be aware of, understand, and express yourself, be aware of, understand and relate to others, deal with strong emotions and control your impulses, adapt to change, and to solve problems of a personal or a social nature. (p. 14)
Many studies have been published on how individuals with high emotional intelligence can enhance and increase the potential for positive outcomes.  For example, people can work to increase their emotional intelligence, thus, improving performance.  Emotional intelligence is a learned and practiced skill.  Goleman (2012) stated that for individuals in leadership positions, 85% of their competencies are in the EI domain.

In fact, one’s professional success can be improved when emotional intelligence is improved (Bradberry & Greaves, 2009).  EQ is so critical to success that it accounts for 58 percent of performance in all types of jobs.  It is the single biggest predictor of performance in the workplace and the strongest driver of leadership and personal excellence” (Bradberry & Greaves, 2009, pp. 20-21). (Bottom line that should appeal to all... more money can be made when you have a high EI.) 

Emotional intelligence “refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic” (Cherry, 2010).  Although we are born with emotions (consider a crying or laughing baby). However, we are born with the intelligence to develop and refine our emotions.  Learning when and how to use these emotions to gain the trust of others is emotional intelligence.  Work and personal relationships can be positively affected by EI.

Social Intelligence
Social intelligence requires the leader get beyond his or her own needs and focus on what the individual or group needs to be successful” (Mueller, n.d.).  A socially intelligent individual can evaluate the emotional environment of a group of people, and then make a constructive response.  When a person has social intelligence, he or she can lead a group into being creative, thinking as a team, and discovering inventive methods to conquer barriers.  In simple terms, social intelligence can be called 'people sense' or 'people smarts'.  Social intelligence is not just associated with work relationships, but it is also related to personal relationships.
Goleman and Boyatzis (2008) found that emotions were based off of experiences and one could not experience one without the other.  Social intelligence is “a set of interpersonal competencies built on specific neural circuits (and related endocrine systems) that inspire others to be effective” (Goleman & Boyatzis, 2008).
Conclusion

Emotional and Social intelligence are being used as new leadership models.  For example, when looking at candidates for a job, employers are seeking those that show emotional and social intelligence.  Murphy (2012) stated,

Virtually every job (from neurosurgeon to engineer to cashier) has tests that can assess technical proficiency. But what those tests don’t assess is attitude; whether a candidate is motivated to learn new skills, think innovatively, cope with failure, assimilate feedback and coaching, collaborate with teammates, and so forth. (para. 4)

The former Southwest Airlines CEO, Herb Kelleher, stated, “we can change skill levels through training, but we can’t change attitude” (Murphy, 2012).

It seems to be very hard to dissect emotional intelligence from social intelligence.  We are born with the ability to form emotions and grow up in a social world where we must express our emotions appropriately.  As a corporate trainer, I had coached several managers on communications and dealing with one's emotions.  I told the audience to remember this: "When in doubt about saying something wrong, count to ten and don't say anything at all.  Let your brain kick in.  Get your emotional and social intelligence in line... then, you can speak with a calmer more rationale voice."  The very next day a co-worker did something downright irresponsible.  My rage was rising to the top and I was about ready to spew words that just were not professional.  I stopped and pulled together my thoughts.  Never let them see you sweat!

Author: Andree C. Swanson, EdD

Barrett, D. J. (2006). Leadership communication: A communication approach for senior-level managers. Rice University. Retrieved from http://scholarship.rice.educ/handel/1911/27037
Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: TalentSmart.
Cherry, K. (2010). Emotional Intelligence - What Is Emotional Intelligence. Psychology - Complete Guide to Psychology for Students, Educators & Enthusiasts. Retrieved from http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm
Goleman, D. (2012). “Emotional intelligence: Issues in paradigm building.” Consortium for Research on Emotional Intelligence in Organizations.
Goleman, D., & Boyatzis, R. (2008). Social intelligence and the biology of leadership. Harvard Business Review, 1-4. Retrieved from http://hbr.harvardbusiness.org/2008/09/social-intelligence-and-the-biology-of-leadership/ar/1
Mueller, A. (n.d.). How to enhance your physical, emotional, social and spiritual intelligence Retrieved from http://www.ehow.com/how_2309762_enhance-physical-emotional-social-spiritual.html#ixzz1ysqYdY6m
Murphy, M. (2012, Jan). Hire for attitude. Forbes. Retrieved from http://www.forbes.com/sites/danschawbel/2012/01/23/89-of-new-hires-fail-because-of-their-attitude/