Thursday, April 16, 2015

Bullying is a Concern for Leaders/Mentors

      While employed as a Youth Education Professional with the Louisiana Cooperative Extension Service, I was offered the opportunity to work with teenage boys on a weekly basis, specifically on the discipline of mentoring.  I gladly accepted the offer and began searching for topics to include in the training. To become well-rounded mentors to younger boys, I thought, a lesson these teenagers should have was on a topic that was receiving much attention in the educational literature: bullying. During preparation for the lesson, I learned much about this devastating human behavior. Though there exists more current research on "bullying" and, indeed, more media coverage, let me share some facts from the 1990s.’

      Bullying exists to greater or lesser degrees in almost every westernized culture, to include Japan and China. Most Americans do not take bullying very seriously – not even in schools; they tend to think it is a given part of childhood. Teachers don’t want to admit it, because they rarely see it in the classroom.

      Bullying is among the most stable of human behavior styles, progressing from childhood to adulthood. However, it is a problem that does not sort itself out naturally. The aggression of a bully can be physical, or verbal, directed towards a particular person or it can be covert or subtle, such as lies communicated to others about a particular person.

      Several studies from research have shown that 60%-70% of children are never involved in bullying, either as victims or as bullies. 15% – 20% are involved more than once or twice a school term, once again, either as bullies or as victims. According to authorities and researchers in the social sciences, estimates are that incidents of bullying will increase.

     The thing about bullying is that, without intervention, children who are bullies grow up to be bullies. Charlotte Rayner, a human resource management professor at the University of Portsmouth (England) states, “bullying in the workplace is as much about what people don’t do, such as excluding targets from meetings, withholding information or leaving them off an important e-mail, as what they do, such as name-calling, making threatening statements, micromanaging or undermining somebody’s reputation.” The workplace culture, “see no evil mentality,” is what allows bullying to become the norm; a finding from psychologist Pat Ferris’ own experience and from her recent research.

      Research, which was not mentioned above, exists (I am sure) on the effects of bullying within the family unit; what initially comes to mind is the abuse inflicted by adult children on their elderly parents. Bullying is, indeed, a serious topic.



Information in this column is from the American Psychological Association Online (July/Aug. 2006) and Psychology Today Online (Oct. 2009)

Sunday, March 22, 2015

The Life of Abraham Lincoln - A Story of Leadership


      Many of us have read about and studied the 16th President of the United States in high school or college and may recall that he was described as one of the greatest, if not the greatest, presidents of all. But how many of us realize the story of Abraham Lincoln is one of a quest for eternal recognition that was fulfilled by natural leadership ability, self-learning, relentless desire, and keen competitiveness? This is how I realize the story of Abraham Lincoln as it is presented in the book, Team of Rivals, The Political Genius of Abraham Lincoln, by Doris Kearns Goodwin (2005). The story of how Lincoln managed a presidential cabinet filled with characters who were also once “his” rivals (one or two continued to be so) is the main theme of this well written and easy-to-read book.

     Abraham Lincoln, the (supposedly) little known country lawyer from Illinois, had three adversaries for the nomination for presidential candidate at the 1860 national convention of the newly organized Republican Party. All three were quite well known nationally. Salman Chase was a strict abolitionist and served as a governor of Ohio. Edward Bates, originally eyeing retirement from many years as a lawyer and judge in Missouri, harbored some sympathy towards the independent-minded, slave-holding Border States. The most well-known of the three adversaries, William Seward (of Seward’s Folly fame), was a former governor and U.S. Senator from New York. He was a long-time abolitionist, but did not share the “radical” views that Chase endorsed.

     Among his adversaries Lincoln, obviously, felt he was relatively unknown; he served in the Illinois legislature and only one term in the U.S. Congress. Outside of Illinois he may have been heard of in Indiana, Missouri, and Kentucky (from where he and his family originated). But it was certainly in Illinois he became known as the self-made country lawyer, the rail splitter, and the story teller with a host of anecdotes on a wide variety of subjects.

     To make up for his lack of notoriety in the national, political arena, Lincoln embarked on a circuit of speeches throughout the country during most of 1860, most noticeably in the northeast. Interestingly, Lincoln’s stance on national issues and the few, political exploits before 1860, in their own time, drew commentary from many national newspapers. And, so, publicity on the ventures of 1860 served to remind convention delegates and (later) voters of the tall, lanky country lawyer from Illinois.

     It was advantageous to Lincoln that delegates at the 1860 Republican National Convention were divided as to whom they would choose to go up against the Democratic candidate. They needed a leader who, as President, would do the “right things” during the impending, crisis of southern secession from the union. Lincoln’s surprise nomination on the third ballot obviously triggered some action in the delegates; maybe their imagination or maybe their intuition. The acclamation was unanimous.

     In explaining Lincoln’s win at the national Republican convention, the author relates that Lincoln had acquired over time numerous, politically savvy allies; studied in earnest the attributes and weaknesses of the competition; and practiced the keen attribute of delaying his true intentions or decisions until the right moment. Each of his Republican adversaries as well as the Democratic competition also made fatal, political mistakes. For example, Seward was told by his campaign manager to take a trip to Europe where he vacationed and met various heads of state. Chase, also self-assured, had no campaign manager, and did little or no planning and campaigning, relying on his obvious attributes and fame to get him nominated; and Bates, stifled by his desire to stay home in Missouri with his close-knit family, was lax in fortifying his campaign. The Democrats, meanwhile, seemed to be even more divided than the Republicans on the prevailing national issues and, so, did not provide suitable competition for the Presidential election of November 1860.
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     Following his victory in the national election of 1860, Lincoln continued the use of his natural leadership ability and political savvy to build a working administration. He insisted on incorporating rivals (on many levels) to help him run the government. Lincoln did not want a group of “yes” men; he wanted men who would not hesitate to express their opinions, even to the point of arguing with their chief (which did occur on many occasions). However, Lincoln made it clear he was making the decisions.

     As for the most important members of the Lincoln cabinet, the roll call included a list of very, able politicians. He asked Seward to be Secretary of State; for Secretary of War, Edwin Stanton, a nationally-known Washington D.C. lawyer who had snubbed Lincoln years before; for Treasury, he wanted Chase; and for Attorney General, Bates.  In my opinion, Seward was the most competent, congenial, and most trusted member. Before Lincoln arrived in Washington, Seward paved the way during those troubled times of 1861, which included secession of many of the southern states and a military threat to Washington, itself.

     Lincoln, however, was not without frustration during the turbulent times of his first administration. On the outset, his main frustration was with how the prosecution of the war in the East would evolve during the first year. The East was the most vulnerable section of the country in terms of the Union cause. The campaigns in the West resulted in many victories for the Union; especially those involving General Ulysses S. Grant. After approximately three years of dragging feet in the East, the Union Army of the “Potomac” was placed under the command of Grant. Grant was also named what we may call today, “supreme” commander of all the Union armies.  

     During the prosecution of the Civil War, The Emancipation Proclamation originated and was submitted by Lincoln. Although it served the greater good, it did not include the slave-holding, Border States that remained undecided about secession. Lincoln also realized the Proclamation could have been challenged legally. However, it served as a much needed (and highly supported) war strategy that disrupted the southern effort and allowed fleeing slaves to volunteer as (much-needed) Union soldiers. Future ratification of the 13th Amendment to the Constitution (after Lincoln’s death) would serve as the key to freeing all the slaves forever.

     Before and during the war, Lincoln’s home life is described by the author in very good detail. Several incidents involving Lincoln’s high-strung (blunt speaking) wife with the frequent migraines are very interesting. In regards to his children, the stringent work schedules, of both a lawyer and president, invoked the distant relationship he had with his oldest son. The Lincolns lost their third son to illness. The special bond with his fourth son (a second son died as an infant) characterizes the more mature Lincoln as a warm and devoted father. Indeed, Father Abe was the name given to Lincoln by the Union troops. This expression of love and trust was also mirrored in Lincoln’s cabinet because, as the author notes, all came to love or at least respect their commander-in-chief by the time of his assassination in April 1865.


     Lincoln’s political genius as president was his ability for timing and getting people to do things without imposing his will or reminding others he was boss. He keenly knew when to delay an order or proposal until he felt the country (or individuals) was ready for it, much to the frustration of his supporters. He was a shrewd politician; he knew the system; he took advantage of the weaknesses of other candidates; he held his tongue when necessary and spoke when the time was right. Whether he will be recognized eternally, no one can say. But, as with each generation since his death, his life and politics continue to be studied and redefined. 

Saturday, March 7, 2015

Principles of Leadership, Editions 2 and 3

     Wishing not to place readers in a trance of anticipation, I decided to include the last, two editions of Principles together. Both editions are taken from literature written by Warren Bennis and Joan Goldsmith, two writers I have greatly admired, but confess have not read recently. Please enjoy!


Principles of Leadership, Edition 2.

     I feel that all of us will agree the fluid environment in which we work demands a leadership rather than a managerial approach to how we work with others; we all must be willing to transform ourselves, by the renewing of our minds, from managers to leaders. I'd like to share some leader/manager comparisons:

    - the manager focuses on systems and structure; the leader focuses on people.
    - the manager relies on control; the leader inspires trust.
    - the manager has a short-range view; the leader, a long-range (strategic, for you military people) perspective.
    - the manager asks how and when; the leader, what and why.
    - the manager has his or her eye always on the bottom line; the leader, on the horizon.
    - the manager imitates; the leader originates.
    - the manager accepts the status quo; the leader challenges it.
    - the manager is the classic, good soldier; the leader is his or her own person.
    - the manager does things right; the leader does the right thing.
                                            - from Learning to Lead by Warren Bennis & Joan Goldsmith

Principles of Leadership, Edition 3.

     All of us have the characteristics, functions, philosophical perspectives, and behaviors that can enable us to transform from managers to leaders; through our daily work experiences and advanced education, many of us have, more than likely, reflected on these attributes.
 
     Bennis and Goldsmith (1997) remind us to reflect, also, on what is important in our daily lives; our values. From values we can “create goals for achieving transformation.” Five values identified by these authors are as follows:

1.      Clear Communication: about goals, performance, expectations, and feedback.
2.      Ethical Practices: creating standards for ethical behavior for oneself, living by these standards, and rewarding others who demonstrate them.
3.      A Diverse Work Force: differing points of view are sought; diversity in race, sex, ethnicity, age, experience, and perspective are valued; and honesty is rewarded.
4.      On-Going Recognition: those who innovate as well as those who support the day-to-day functioning of the organization are valued; and leaders recognize their own contributions and acknowledge their own mistakes.
5.      Participatory Empowerment: stimulating and releasing the capacity of all people in the organization increases their satisfaction and empowers them to be successful.
-         from Learning to Lead, by Warren Bennis and Joan Goldsmith

Tuesday, February 17, 2015

An Avatar of Leadership

     Why has this website been devoted to Leadership? Why this website when a plethora of information on leadership (and volunteerism) is out there? Because it is personal! I am an avatar of leadership; this website is an avatar, one that embodies a philosophy of leadership. A philosophy adopted by a youth professional who found himself almost constantly at odds with his coworkers, those who wanted to do things the old way and with those who practiced the good old boy mentality. It is a website for sharing philosophies of leadership (I trust) that will spark the imagination of a new generation of youth and adults. Those who want to try innovative ideas, separate from the rest, work or volunteer in organizations where leadership is on a horizontal plane (instead of a rigid ladder) and not be demonized or bullied for exercising their principles. 
     And, so, for the next three blogs, I will be focusing on principles of leadership I have adopted and profess. They are basically codes of conduct that give me (and have given me) direction in the discipline of Leadership.
      
Principles of Leadership, Edition 1.

I begin a look at Leadership with principles relating to the positional leader. If we work in or do business with large organizations we soon or later come into contact with the person who is a leader simply because of his or her position.

Some leadership principles, regarding the positional leader, we all should consider are as follows:

    1. A leader, by reason of his/her position, (a positional leader) has job security based on title, not talent.

    2. A positional leader may be in control because he or she has been appointed to a position.

    3. People will not follow a positional leader beyond his or her stated authority.

    4. Positional leaders have more difficulty working with volunteers, white collar workers, and younger people.

     Followers of positional leaders are like the little boy who was asked by Billy Graham how to find the nearest post office. When the boy told him, Dr. Graham thanked him and said, "If you'll come to the convention center this evening you can hear me telling everyone how to get to heaven." "I don't think I'll be there," the boy replied. "You don't even know your way to the post office."

                                    - from Leadership 101, Jon C. Maxwell

Friday, January 9, 2015

Emotional Intelligence and Education

     If you ask an evolutionary scientist, he or she will tell you the centers of emotions in the brain of primitive man were important to survival, primarily responsible for engaging the flight or fight system. In the modern world, the emotional part of the brain has been recognized to determine positive behaviors such as empathy and altruism (helping others). Negative behaviors, which some call the ills of modern society, include anxiety, fear, depression, and over excitement/hostility. Instances of the emotions’ effects on behavior have been revealed from studies on, what psychologists and behavioral scientists term, emotional intelligence.

     Dr. Daniel Goleman, a psychologist and noted author of reports on the human brain and human behavior, notes, “a view of human nature that ignores the power of emotions is sadly shortsighted. When it comes to shaping our decisions and our actions, feeling counts every bit as much or more than thought.” Goleman, in one of his latest books, Emotional Intelligence, Why It Can Matter More than I.Q.,  presents studies on emotional intelligence and  explains how the brain operates as it receives signals from the senses. 

     In a prelude to describing how the brain operates in regards to emotions, Goleman tells us that scientists believe it was built from the bottom up; the brain stem being the “bottom” and the neocortex being the “up.” In the stem, the emotional centers developed and functioned in survival. From these centers of emotions, the neocortex arose and, with it, the centers of cognition or thought. It is believed the neocortex brings about a more analytical and rational response to emotional impulses, however, it may be hijacked by other parts of the brain that determine a more rapid response to stimuli (danger, fear).

      In addition to providing a host of scientific information, Goleman’s book on emotional intelligence could be labeled a self help reading. It provides brief but understandable summaries of applied science, such as situations between intimate people, the mind and medicine interaction, trauma and emotional relearning, and schooling the emotions.

     In “schooling the emotions” educational programs provide  activities that help individuals develop their emotional intelligence. For example, in a 4-H Youth Program series of classes, entitled Character Counts, youth learn to apply the six pillars of character to life experiences and are made aware of the consequences of negative or out-of-control emotions, not only for their benefit but for the benefit of society. Leadership activities also cover topics related to emotional intelligence such as conflict resolution, mentoring, and team work. Service and service learning provide opportunities for youth to help others and to reflect upon the importance to those served as well as the servers.


     The implications for schooling the emotions are discussed in Goleman’s book. One of the implications relates to success in leadership. The successful leader will be the intelligent manager or CE0 (not necessarily the one with the highest I.Q.) who has empathy for his/her employees and knows how to balance his emotions and thoughts. The implications for education professionals is simple: offer a variety of activities that enrich the development of the student, especially youth. The current emphasis in sci-tech in education should be tempered by programs that help students, both secondary school and college, develop their emotional intelligence. Developing technical skills is essential, but developing skills that lead to success will truly be needed in the rapidly evolving, global community.