Transition 'to' and 'within" - a powerful lesson

A critical lesson learned in my journey of "how did I learn what I know" is the learning about transition - transition to a new position and transition within a position. 

Transition, teetering on the obvious, requires a mindset - a mindset that balances unprecedented “learning” about the organization, the people, and culture with adding value to an organization, to the people you support and the people you lead.  Transition also requires knowing about oneself.

Transition sets the stage for "followership".  Whereas transitioning to a new position is about you and "in" your control, transitioning within in a position is about those you will lead and those who will follow.  It is also "in" your control.

In both aspects of transition there is "unprecedented" learning.  This requires first and foremost, as Covey made so infamous, "seek to understand before being understood".  It involves asking more questions than giving answers.  It involves not only hearing but listening; seeing as well as observing; and resisting making quick judgments or conclusions about the intentions, decisions, judgments, motivations, competence, or etc. of staff, or a department or the organization as a whole. 

I have learned that though situations may appear to be similar to a past experience they never are.  Context, the dynamics of human interaction, and the fluidity of factors from internal and external forces make every situation unique and a "first".  Therefore, constantly and consistently learning is critical and essential.

Consider "hearing and listening" - Hearing is easy listening isn't.  Hearing is all around us.  We hear thousands to hundreds of thousand of words daily.  Hearing is seldom an issue.  The lack of listening however is the problem.  Hearing requires a set of skills.  These skills include wisdom, discernment, sense making, and self-control to name just a few.  These develop over time.  They cannot be rushed.  There are no short cuts - no quick reads or sound clips that can impart the "experiences" underpinning each of the aforementioned skills.

"Seeing and observing" similar to "hearing and listening" also requires experience.  We “see” endlessly during our non-sleeping hours.  Yet, "observing" is more involved, more attention to detail, and making connections as well as interpretations resulting in sense making of how what may appear to be disparate, isolated, or disconnected "things" are actually, in fact, connected.

In neuroscience we understand that our response to stimuli is the constant search for a connection to prior learning to assist us with categorizing or classifying the new stimuli - making sense if you will.  Anchoring new stimuli to create to new learning is in part how we are wired.  If there is no prior learning or something to connect to two things occur - the new stimuli is discarded or the stimuli results in new learning and becomes part of our wiring. 

I am not a neuroscientist nor do I fully understand the complexities of neuroscience.  What I do understand is that the skill of "observing" requires experience - prior learning. 

This leads me to a critical component of transition – self-discipline.  Resisting making judgments or drawing conclusions about intentions, motivations, or the like is challenging especially in light of the need to add value instantly to an organization. 

Our need to transition to as well as within a new position includes the need to validate why we were selected or appointed.  Hence, the rush to conclusions and etc. are defined and determined by an understanding of the role of discipline.  One can balance "self promotion", the telling of your story, or emphasizing your import and what you will do to "improve" this or that with the words you use.

One example that remains vivid and relevant is a critical conversation from a mentor as I transitioned to a leadership position many years ago, he said "you need to use 'our' not 'my'; 'we' not 'I' in every opportunity you can".  "People don't want to hear about what 'you've done'.  Rather, it is what 'we' did or what 'our' team accomplished". 

Transition, in part therefore, is about the words we use.  Listening rather than just hearing, observing rather than just seeing, and exercising discipline resisting premature judgments or conclusions.  These and more are lessons I have learned along the way to "knowing".  Though without hesitancy I acknowledge that I am still learning, still developing skills, knowledge, and experience in these areas, I nonetheless know that I am where I am as a result of learning resultant from transition.  

"Developing 'followership' key to my learning"

I left “how did I learn what I know” dangling with a critically important question – “who will be the leaders of your generation?”

Arguably, few set out in life with the aim or goal of becoming a leader let alone a leader of their generation.  There are however, activities, events, and opportunities albeit formal or informal serving as pivotal “learnings” of and for leadership.  

Youth sports, scouting, faith based programs and the like are but a few of the activities for developing leadership.  Clubs, committees, student council, and sororities or fraternities are also opportunities in learn, develop and exercise leadership.   Each of these and more were a part of my learning, my development.

Additional opportunities in developing my leadership was and remains today through reading and listening to those in position of leadership.  I credit the late E.V. Hill from whom I first heard “if you are out leading and you turn around and no one is following, you are just out on a walk”.  Indeed, a critical understanding of leadership – developing followership.

Followership and developing followership take on many forms.  One form is modeling – modeling purpose, drive, passion, risk, and humility to name just a few of the behaviors necessary to create followership. 

It sounds easy. 

However, don’t confuse easy with simple.

For example, it is easy to have a title or position of leadership that by its’ very nature requires followers or subordinates.  Positional leadership, however, does not endear followers or compel followers to commitment (reference compliance versus commitment).  Followership embodies commitment whereas subordination more often or not results in compliance.

I have learned a first step towards developing followership is an understanding of the components of a three-strand rope. 

Huh?

Often we take for granted the strength or integrity of the three-strand rope.  Woven together, three distinct, individual threads become an incredibly powerful tool.  Each thread or strand in and of itself has strength but combined, the three-strand rope becomes significantly stronger and powerful.

Consider the leadership threads of authority, responsibility, and accountability.  Like the three-strand rope all three threads must be woven together to achieve the strength, utility, and integrity of leadership that develops followership. Each thread is underpinned by an attitude, a process, a sense of ownership, perspective, and continuous application.

Intended as a definition of accountability, I have taken a liberty to add authority and responsibility to accountability to create a powerful understanding of leadership that begets followership.

Accountability is…

Responsibility is … and

Authority is …

“An attitude of continually asking, “what else can I do to rise above my circumstances and achieve the results I desire?”  It is the process of “seeing it, owning it, solving it, and doing it.”  It requires a level of ownership that includes making, keeping, and proactively answering for personal commitments.  It is a perspective that embraces both current and future efforts rather than reactive and historical explanations (Connors, Smith & Hickman, 1994; page 65).

Attempting to combine the three threads of accountability, responsibility and authority without the attitude, process, ownership, perspective, or continuous application as Connors et al espouse will not result in “followership”.  That is, the type of followership necessary to achieve the results we desire or expect.

Circling back to how did I learn what I know – a key learning has been the understanding of “followership” and its development.  To do so first began and continues today with the application of the three-strand rope concept embodied by the aforementioned definition of accountability.

Developing “followership” without a framework will be at best frustrating and at worse futile.  Thus, developing followership is one of my key learnings in what I know. 

Compliance or Commitment? Mission Depends on it!

In a recent conversation with a business owner I was asked as to why there is so much variance between as well as within schools with respect to student learning and achievement.  I began to offer what would amount to several explanations some teetering on the edge of excuses when abruptly I stopped in mid-sentence and said,  “There are myriad factors many of which are out of our control.  Yet, arguably, the factors that have the most influence are in fact within our control.”

Anticipating the questions of “what are they” and “if you know them why then why don't you …” I circle back to something I have learned.

One of the first lessons aspiring officers in the United States Army learn is that "you never give an order unless you know it will be followed". To civilians this may seem odd.

Orders are expected to be followed!

At a minimum, compliance with an order is within the expected, taught, and reinforced structure and hierarchy of the military. It is essential to the discipline and effect of authority and military command.  Orders are given and orders are followed unless unlawful – a different conversation for a different day.

As essential as compliance is to following an order, commitment is mission critical.

Orders should never be flippant, trivial, or without clear, focused intent. The meaning and relevancy of an order is always found in the linkage or connection to the mission or a strategy, action deemed necessary to achieve the mission.

Thus, if mission or "the" mission is not understood, not clear, not internalized, the given order will be complied with but results may not be as effective, efficient, or productive as desired.  

Make sense?

Commitment begets a deeper since of ownership and thus produces results on an entirely different level. Internalizing the mission creates a sense of duty, a state of mind, and a cohesiveness of effort.

Mission must be more than a statement that hangs on a wall. It must be more than an activity or exercise. Mission must be owned by all and not just by the leader.  

In the Army, each soldier must see himself or herself as an integral component to achieving the mission irrespective of the role (rank or duty) they serve. 

We know that if the mission is compelling, it will be owned.  We also know the mission must embody the values, the core beliefs and convictions of each member of the organization.  There is not a school or school system that does not have a mission.  Yet, to what degree to each staff know, understand, and apply the mission to their work?  Is there a commitment to the mission or is there just compliance?

I was privileged to serve with a Major who articulated the difference between compliance and commitment as it related to an order.  He served three tours in Viet Nam to put the following in context.  He told me the difference between the two was “compliance gets you killed – commitment preserves life”.  There it was for me – pretty clear.

We now more than ever need “commitment” in public education.  To achieve commitment, we must make sure the mission is clearly understood by all.

The daunting task of leadership is keeping the proverbial finger on the pulse of an organization – monitoring the awareness, understanding, and commitment to mission.

Do we live the mission?  How do we know?  More importantly, what do our parents, students, staff, and community say about our commitment to the mission? 

Consider this question, “If we were accused of living the mission what evidence would be presented to convict us of such a crime?”

Hence, to answer the first question of which factors we control – my answer, the answer is with a deep sense of commitment to the mission educating each student to high standards.    

The three factors we control are? 

– you will have to wait until next time -   

Until then, live committed!