Rebecca Farraway
Leadership Challenge
Final Paper
Instructor: Jose Gomez
December 13, 2007


Leadership
The
Challenge
Fostering Leadership Within Families


14 PART EIGHT
Fostering Leadership In The Next Generation:
Personal Reflections - Practical Solutions

My business is my family and my family is my business.
Joe Kennedy, Father of U.S. President John F. Kennedy

Can you imagine anything more energizing, more unifying, more filled with satisfaction than working with members of your family to accomplish something that really makes a difference in the world?
Steven R. Covey, Franklin Covey Institute - Author of The 7 Habits of Highly Effective Families


Each autumn, my husband, two daughters and I celebrate the fall harvest by spending a Saturday morning picking vegetables at a local farm. No grocery store produce department can compare with the rows of vibrantly colored vegetables, the smell of chlorophyll in the air and the sense of connectedness that we feel to each other and to the earth while engaged in this rewarding tradition. This one day of hard work brings my family joy and satisfaction throughout the entire year. Every time we sprinkle locally grown and self-picked sun-dried tomatoes on a salad or reach into the freezer for a bag of yellow and red peppers to add to a spicy Cajun dish, we feel the sense of accomplishment and appreciation that comes from hard work.
The psychological benefits of hard work are proven and time-tested truths. Hard work brings a sense of accomplishment and pride to the participant; it fosters self-esteem yet, ironically, decreases the likelihood of an individual becoming too cocky or self-centered. Above all, hard work instills appreciation within the individual.
In a traditional agrarian society, families worked side by side to accomplish the tasks which were needed to survive. They experienced a direct, obvious and logical sequence to the type of work that was performed and the end results which they achieved. As a result, the value of work was clear; people worked to support the family. It became easy to connect the dots between effort and reward. Families planted, watered, weeded, picked, sold and ate their crops. Most families participated in building their own homes. From a young age, children were a part of the family business and this involvement was not limited to farm work - even doctors, lawyers and shopkeepers involved their offspring in the workings of the family business. In addition, the direct results of other’ labors were fairly obvious and easy to observe. There were few middlemen to dilute the connection between the processes involved in producing the end results of labor. In spite of its shortcomings, agrarian life provided a large number of natural opportunities for teamwork, leadership, problem solving and familial bonding.
Contrast the experience of the agrarian family with the plight of today’s families where children are often unaware of what their parents even do at “work.” From the child’s perspective, the parent simply disappears for the day and then, emerges in the evening, usually tired and often frazzled. Many children in 20th and 21st century homes lack an understanding of how money is earned and even why it is necessary. Today’s young people rarely witness the steps involved in earning a living - they only see the end result. Not surprisingly, this jump to the end brings a lack of understanding about how and even why productivity is important. Soon, feelings of entitlement begin to emerge and selfishness, instead of gratitude is learned.
It is important to provide children with opportunities to see their parents work. Just as importantly, it is absolutely crucial for parents to find ways for their children to work along side them. Working with your children fosters crucial bonding within the family unit and helps young people acquire the skills necessary to become happy, productive and contributing members of society.
Support Your Child’s Dreams
On its website, the non-profit company Idealist.org gives a list of organizations started by kids. Among those listed is A Place to Call Home, a program which was started by teenager Kirsten Thomas of Colorado. She started her company after a trip to Denver with her Dad. On the trip, she noticed the many homeless people in Denver’s downtown area and wondered how she could help. With the encouragement of her father, Kirsten enlisted the help of her friends and began colleting donations of necessities such as baby food and toiletries along with toys, bibles and other comforting items. Kirsten and her friends continue to compile the items and distribute them to the homeless in the Denver area on an ongoing basis.
In 1999, at the age of thirteen, Carolyn Rubenstein established Carolyn’s Compassionate Children, an organization, which creates pen pal relationships between volunteer teens and critically ill children. Since that time, Carolyn’s program has expanded to include organizing an annual school supply drive, holiday letter and gift drives and even offers scholarships to college students.
Another charitable company featured on the Idealist.org site is Melissa Poe’s Kids For A Clean Environment (F.A.C.E.). The organization which Melissa started in 1989, when she was only nine years old, focuses on finding ways for kids to help protect the environment and to talk about their concerns with other children. Currently, Kids F.A.C.E. has over 300,000 members throughout world. Through the program, they have planted over a million trees.
Kirsten, Carolyn and Melissa each chose a different focus for their organizations and yet, they all share one thing in common; they have parents who listened to their concerns, ideas, interests and dreams. In addition, their parents worked along side them and helped find the resources needed to support their children in becoming young leaders.
Foster Young Leaders
Almost every parent remembers the deep bond that they felt when they saw their newborn child for the first time. Nothing on earth compares with the bond between parent and child and yet, competing influences constantly bombard parents and children in an effort to pry apart their attachment. Everything from video games to the kid next door fights for a piece of your child’s time. Combine these competing factors with the average schedule of today busy parents and it is easy to see how a multitude of options can replace the bond of the family. According to psychologist Alan Loy McGinnis,
In every person there resides a basic need that in the technical books on this topic is called “the affiliative motive.” Each of us likes to belong to some group of tightly-knit people where we are known and accepted, where we are committed to each other, and where we know that the other members of the group will be loyal to us if we are in trouble. It is the old tribal instinct. Ideally, this will occur in our families, where people forgive anything. When such devotion is cultivated in families, people may stray away for a while, but they inevitably return (Bringing 138).

Successful businessman and motivational speaker Gary Palmer asserts that parents should devote at least as much time to the raising of their children as they do to their chosen professions. In his company, My Kid’s CEO, he frequently asks parents the question, “If you aren’t your kid’s CEO, who is? Is it another kid at school, is it the media?” Palmer’s company helps families find ways to spend more time together whether it be through service projects, starting a family business or simply creating a home business plan and mission statement which includes roles, responsibilities, expectations and positive and negative outcomes. According to Palmer, “Working together creates a strong eternal bond within families that no outside influences will ever break. Paradoxically, children who are tightly bonded to a sense of family also develop a strong sense of purpose and vision…a primary characteristic within leaders.” Essentially, if we want our children to become leaders, we should show how this is done. By listening our children’s ideas and dreams, by helping them to establish goals and by teaching and modeling the purpose and value of work, we create ever lasting bonds that foster leadership in the next generation.
According to parenting advocates, Linda and Richard Eyre,
The interesting thing about being a parent is that what we’re really trying to do is work our way out of the job. We’re aiming to get our children to a point where they can govern themselves, where they are law-abiding citizens who can handle their own money, live by good values, and become parents capable of passing the same abilities, mortality, and basic happiness on to their own children (our grandchildren) (Three 21).

Hello Leadership Friends!

Thank you for helping to create a wonderful semester experience. I enjoyed hearing all of your great ideas and helpful suggestions on leadership.

Hope you all have a healthy, safe and fun winter break!

Sincerely,

Rebecca

P.S. Thanks Jose and Anna - Well done!!!

Steps and Actions I Can Take to Become a Better Leader in My Life

Steps and Actions I Can Take to Become A Better Leader In My Life

1. Say “no” to the least important tasks and activities in my life.
2. Make and keep a detailed record of my goals and the steps required to achieve them.
3. Make quality supplemental reading a part of my everyday routine.
4. Study the history and lives of leaders I respect and admire.
5. Ignore negative thoughts
6. Recognize and appreciate the kindness of others.
7. Support and celebrate the goals, dreams and achievements of friends and acquaintances.
8. Remember to distance myself from those who are prone to becoming jealous of or competitive with the people they know.
9. Look for and recognize opportunity.
10. Look for ways to offer compassion instead of judgment.

Is It Worth It? Challenge # 13

Questions:

Question: Is this worth it?

Response: Yes, if Weber State is willing to spend time and money on community education, they should consider offering math skills courses before offering reading skills reinforcement. Reading skills offerings are plentiful. It is not a matter of which skill is more important but rather, which skills are being neglected.

Question: Am I willing to think (and take action) about this everyday?

Response: Probably not everyday. ☺ Still, I am willing to call and write a letter to Weber State’s Continuing Education Department stating my opinion.

Question: How big of an issue is this?

Response: Declining math skills are a huge issue in the United States. According to the National Center for Education Statistics, U.S. students rank consistantly lower in their math scores than students from other industrialized countries.

Question: What don’t I know about this?

Response: Plenty. Still, as a person who previously struggled with math I found that my issues with the subject stemmed more from a lack of exposure and general fear than an inability to grasp the concepts. I want to see my children as well as all children succeed in math.

In watching elementary school teachers give instruction in math, I have been surprised how often the teachers themselves, lack understanding of mathematical concepts. This does not bode well for students. The only way to solve this issue is to offer more math support courses for students and to do so early in their educational lives.

Question: Who can give me more information about this?

Answer: The Community Education and Math Departments at Weber State.

Question: What are the action items that need to be taken.

Answer:

1. Contact the Community Education Department at Weber State about offering children’s math courses for fifth grade – adult. (We can all repeat the same concepts). Perhaps even parent/child math review courses.
2. Talk to the principal at my children’s school about offering after school and summer courses in math, which are available to all interested children.
3. Follow up and offer to volunteer with the program offerings.

"WSU Would Be Better If...- Challenge # 12

Weber State's community education program offers reading skills classes for children and adults. While it is wonderful that Weber offers such a program, reading programs are plentiful in community education classes, after (elementary) school programs and at colleges. Remedial Math, however, is one area of education that is not being adequately reinforced at the elementary, Jr. High or High School level. As I spoke with my peers about this issue, they agreed that reinforcing math in the primary grades would help many students avoid the hassle and embarrassment of repeating fifth thru ninth grade math (in college classes) as adults.

Unfortunately, it is difficult for parents to find cost effective resources which will help their children succeed with math. In addition, more parents lack math skills than reading skills, making it especially difficult to help their children acquire the quantative literacy skills needed to understand complex reasoning.

For this reason, I believe that colleges who offer community education for children have a duty to include math courses in their selection. By offering community education-math reinforcement to young students, Weber ultimately helps itself and future college students save time and money.

A Better Weber State #11

I love Weber State! The faculty members are sincere, intelligent, caring and hardworking individuals who hold high expectations for the students they serve. No other service or aesthetic offering means as much to me as the gift of having high quality instructors and support staff at this college. For this reason, it is difficult for me to finish the statement, "Weber State would be better if..."

Still, difficult does not mean impossible so, "Weber State would be better if all bathrooms had paper toilet covers." Wait...no that's not my real suggestion; let me try again.

"Weber State would be better if it offered a summer extension program to help children improve their understanding of Math." Weber offers programs to help children with their reading skills but math is neglected, not just in our community but across the country and it is beginning to show.

U.S. News & World Report Article - Challenge #10

The Civil Right to Radical Math
By Diane Cole
Posted 10/22/06

Harlem-born, Harvard-educated Robert Moses is a radical in the most traditional definition of the word: He goes to the root of the problem.

First as a civil rights leader and now as an advocate for the poor and founder of the math literacy program the Algebra Project, Moses has looked at the ideal of equal opportunity and compared it with the reality-then set about balancing the equation.

In the 1960s, that meant leading voter registration drives in Mississippi, even if it led to pistol-whipping by white supremacists and the murders of colleagues who had marched alongside him. Staying with the work was the only way he could make sense of the injustice-and he has continued to stay, just in another mode.

In 1966, he left for Canada when, at the age of 31, he received a draft notice. After a stint teaching math in Tanzania, he returned to the United States when President Jimmy Carter granted amnesty to draft resisters. Soon after, he started working on a different formula for breaking down racial and economic barriers: teaching inner-city kids math-algebra, to be precise.

As Moses explains it, the connection between civil rights and the right to math literacy is logical. The civil rights movement ensured that minorities had a voice; now they needed economic access-and that started with education, specifically the math and science skills essential to succeeding in a tech-dependent society.

Connecting. The Algebra Project, at its peak, has provided help for some 40,000 minority students annually, in the form of kindergarten-through-high-school curricula guides, teacher training, and peer coaching. "I've been in the classroom and watched these students ... soar and grow," says actor Danny Glover, an Algebra Project board member.

These days, Moses divides his time between Jackson, Miss., and Miami, where he teaches high school math. His son Omo, who runs an Algebra Project offshoot, says Moses "has always been able to connect with young people. He's never embarrassed or uncomfortable; he'll try a math rap song, share his lunch, or sit on a bus with 50 students on a spring break trip," he says. "He has a genuine interest in them as people."

Despite a packed travel schedule, Moses gives no visible sign of fatigue. A vegetarian of long standing, he practices yoga regularly and tries to swim at least 1/4 mile daily. He portrays an aura of stillness that suggests that he'd rather listen than speak.

Introducing Moses at a recent conference, Shirley Ann Jackson, the president of Rensselaer Polytechnic Institute, commended Moses for "getting to the heart of the issue," which, as a physicist, she knows well: "You can't do calculus, physics, or engineering if you can't do algebra," she points out-which is exactly the point and why Moses originally founded the Algebra Project.

It was 1982-the year that Moses won a MacArthur Foundation genius grant-and Moses was completing his Ph.D. in philosophy at Harvard. His oldest daughter, Maisha, entered eighth grade, ready for algebra-only to discover that the local public school did not offer it. Moses, who had taught math decades earlier at New York's Horace Mann High School, was determined that Maisha would take algebra-even if he had to teach it at the school himself. Which he did.

Algebra, Moses perceived, was a "gatekeeper" subject: Without it, middle school students couldn't advance in math, technology, and science. And without those courses, they wouldn't be able to meet the requirements for college.

So far, research has judged the Algebra Project a success. At Lanier High School in Jackson, 55 percent of the students following the project's curriculum passed the state exam the first time, compared with 40 percent of students in the regular curriculum. At junior high school sites, Algebra Project students scored better on standardized tests and went on to more advanced math classes at significantly higher levels than other schoolmates.

In part, the success is due to innovative curricula (developed by Moses) that translate the abstract language of algebraic equations into understandable, concrete activities. Moses also employs his leadership lessons from the civil rights movement. "You can't make change on a large issue just by advocating from the top," he says. "It has to be a demand from the bottom. That means building grass-roots networks pushing that demand forward." It means working within the community, he says, with families and students and schools.

A listener. Another way to put it is that Moses is always listening to the community. "I got into the habit of listening as a youngster," Moses says, explaining that he would tag around with his father and "hear him talk about events of the day from the point of view of the little guy."

Later, in Mississippi, civil rights leader Ella Baker set another example. "I don't know how many meetings I sat through with her not saying anything, not contravening," he says. She taught him the importance of "creating a space where someone else can step in and lead," he says. "There had to be a real laying down of the groundwork," a sense of participation that allowed people to direct the movement themselves.

And then, after Moses has listened long and hard and intently, he speaks, in a gently modulated voice that hits its target all the more powerfully for being so understated. In that regard, "Bob is like an alligator," says Timothy Jenkins, past president of the University of the District of Columbia and a longtime civil rights activist. "He might seem passive, but he's incisive. What he says is considered-and people listen."

Just the way they have been listening for 40 years and counting-and perhaps years beyond counting, as his algebra lessons grow exponentially from student to student, generation to generation, and from equations to equality.

This story appears in the October 30, 2006 print edition of U.S. News & World Report.

“Take Steps to Keep Your Own Motivation High”

“Take Steps to Keep Your Own Motivation High”

With his last rule, McGinnis quotes Dr. Harvey Cushing who stated, “Nothing great or new can be done without enthusiasm. Enthusiasm is the fly-wheel which carries your saw through the knots in the log. A certain excessiveness seems a necessary element in all greatness” (161).

Although I must now apologize to my environmentalist friends, in the class, whom I just offended with my use of an analogy based on cutting down trees, Cushing has a good point. Whether used for right or wrong, enthusiasm goes a long way in overcoming obstacles and achieving goals. Organizations, which lack enthusiasm rarely, if ever, succeed.

McGinnis asserts, “To be a successful leader of people requires only two things: (1) an astute knowledge of what makes people tick; and (2) a spirit that spreads excitement and energy to other people” (161). One powerful way to “spread excitement and energy” is to (within reason) talk about your dreams or the dreams of the organization. McGinnis believes that most people are afraid to talk about their dreams. Ultimately, They fear judgment and rejection from others. He goes on to explain that if we consistently keep our dreams to ourselves we will probably never fully realize and achieve our desired goals.

In closing, McGinnis recommends using “self renewal as a motivator” (170). He gives five suggestions for renewing oneself.

1. Associate with successful, positive people.
2. Monitor carefully the ideas entering your mind.
3. Take advantage of the wealth of information now available.
4. Attend classes and seminars.
5. Keep a journal in which you write down your goals and record of your spiritual journey.

"Build Into The Group An Allowance for Storms"

"Build Into The Group An Allowance for Storms"

The primary “storm” referred to in this chapter is “the abrasive troublemaker” (153). McGinnis warns that troublemakers are inherent in every organization and that one must ultimately learn to deal with and face difficult personalities instead of trying to run from these pariahs. McGinnis advises leaders that, “For some, the only way to deal with troublemakers is to replace them. But there is no way to get away from troublesome personalities, and if we do not learn to handle them, we will be running from difficult situations all our lives” (153).

Regarding rebellion, McGinnis states that in a leadership role you will always have those that criticize you or are jealous of your position. He asserts that the only way to keep this from happening would be to “surround yourself with weak people and keep everything tightly within your control” (155). Obviously, this Machiavellian approach is a difficult and ineffective way to run an organization and even within this management structure, eventually it becomes necessary to delegate, a need that opens the doors to the possibility of rebellion. In addition, McGinnis warns, “The trouble with choosing yes-men to work under you is that they, in turn, will never be capable of leading others. Your aim is to grown leaders who can do your job for you, enabling you to rise to other things. In the process you may have to put up with some testiness” (156).

"Place a Premium on Collaboration"

“Place a Premium on Collaboration”

This rule supports the notion that people have a strong need to belong to a group. According to McGinnis, “It is the old tribal instinct… Each of us likes to belong to some group of tightly-knit people where we are known and accepted, where we are committed to each other, and where we know that the other members of the group will be loyal to us if we are in trouble” (138).

McGinnis suggests that leaders focus not just on building allegiance to themselves but also on fostering allegiance within and to other members of the group. He reccomends utilizing employees to help with issues such as quality control, fairness and to motivate other members of the group. He also recommends that leaders find ways to help groups have fun together. McGinnis explains, “People never get to laugh as much as they’d like or have as much fun as they want, so if you can construct your class, your team, or your committee so that laughter breaks out frequently, you’ll have people clamoring to join your group” (148).

“Appeal Sparingly to the Competitive Urge”

“Appeal Sparingly to the Competitive Urge”

With this rule, McGinnis uses an example from the management experience of Charles Schwab. While working as a supervisor for Andrew Carnegie’s steel mills, Schwab encountered a problem with employee productivity. In spite of his best efforts, he could not motivate the employees at the mill to produce their required quota of work. Finally, after a day spent in much frustration, Schwab asked the nearest man to tell him the number of “heats” his shift had made that day. The man answered “six” and Schwab “chalked a big figure 6 on the floor and walked away. When the night shift came in, they saw the 6 and asked what it meant” (127). The result of Schwab’s action was an ensuing competition between the day and night shift, which caused the mill workers to far exceed their productivity quotas.

Still, McGinnis warns leaders to use competition sparingly, “If factory workers are pitted against each other excessively, they will feel manipulated and they will resent it. Moreover, if too much aggression is unleashed among employees or students, they begin to stab each other in the back.

"Employ a Mixture of Positive and Negative Reinforcement"

"Employ a Mixture of Positive and Negative Reinforcement"

In this chapter, McGinnis revisits the idea that positive reinforcement is only effective when applied in a balanced and sincere way. Simply telling someone “good job” or rewarding an individual without a basis to do so actually kills motivation instead of fostering productivity and results.

According to McGinnis, motivating others requires a balance of honest “positive and negative reinforcement. He explains, “Every day of our lives we do things because we are motivated by fear. We avoid certain kinds of behavior at work to keep from losing our jobs. We drive at certain speeds because we fear the repercussions of doing otherwise. It is folly even to hope for a world where we are not motivated by fear, and it is permissive foolishness to try to create a family where we do not use some punishment, or an office where we do not reprimand employees. We ought to employ the carrot more than the stick, but the stick has its uses” (118).

McGinnis gives a short list of suggestions for dispensing negative reinforcement.

1. Be certain that you’re teaching them to avoid certain behavior, not to avoid you.
2. Follow the undesired behavior with immediate correction.
3. Establish a way to halt the negative stimulus as soon as the behavior stops.
4. If negative stimulus control doesn’t seem to be working, try shaping the absence of the behavior.

The fourth and final suggestion requires a short explanation. By ”shaping the absence of the behavior,” McGinnis is advising leaders to reinforce everything but the undesired behavior. He gives an example of a woman whose mother was once bright, witty and articulate but who had become increasingly negative and focused on complaints and problems. Her daughter was able to solve the issue by responding enthusiastically to everything that her mother said except to the complaints to which she responded with bored statements such as “Ah,” “Hmm,” etc.

"Recognize and Applaud Achievement"

“Recognize and Applaud Achievement”

The seventh rule in McGinnis’ book suggests that small achievements can often be duplicated in larger environments to produce impressive results. As an example, McGinnis tells the story of Bette Nesmith, by all accounts an average person, a single mother working as a secretary in the late 1950s. What set Nesmith apart was a small success, which could have remained inconsequential, had her achievement gone unnoticed. In her employment as a secretary she was bothered by the inadequate ability of her typewriter to correct mistakes. In her past, Nesmith had dabbled in freelance painting and knew that painters did not try to erase their mistakes but instead, painted over errors. Capitalizing on this knowledge, Nesmith formulated a white paint, which could cover typing mistakes. At first, McGinnis spent much more in marketing and distributing her product than she made in revenue. Eventually however, requests for her Liquid Paper product grew to exponential proportions and she was able to sell her business to the Gillett Co. for 47.5 million dollars.

According to McGinnis, “The most successful people are very often like Bette Nesmith. They lead rather ordinary lives until suddenly some small success occurs. Then, unlike the average person, they parlay that small achievement to larger gains” (103). For this reason, he encourages leaders to increase the chances of team member’s success through recognizing and applauding achievement.

“Employ Models to Encourage Success”

“Employ Models to Encourage Success”

“Sex sells” is a common advertising phrase. Still, I doubt this is what McGinnis had in mind when he created the wording for his sixth rule, “Employ Models to Encourage Success.” In fact, the practice might even cause a few distracting problems for the organization…but, that is another story.

In an attempt to reestablish the credibility of the author, (although we all know that his is not the integrity in question) I should explain that the words “employ models,” suggest the importance of creating examples for employees/team members to follow.

To illustrate this, McGinnis recounts the story of Morton Hunt whose “doctor once advised him to take a certain drug for a medical problem. He asked if it was dangerous. “The doctor outlined the evidence,” says Hunt, “and I felt reassured. Then he added, ‘I take it myself’ – and I was persuaded” (93).

When leaders set an example it reassures team members that results are achievable and that faithful adherence to a plan will likely produce their desired results.

"If They Are Going Anywhere Near Where You Want To Go, Climb On Other People's Bandwagons"

By giving the advice to “climb on other people’s bandwagons,” McGinnis is really just suggesting that leaders support the good ideas and actions of their team members. He contrasts the parenting style of two very different U.S. Presidents.

Franklin Roosevelt Jr. remarked “that an appointment was always required if he wanted to see his father. One day, when the boy had a pressing problem, FDR listened to his son but never stopped working at his desk. When the boy stopped talking, FDR said absently, “Glad you could drop by, “ and the interview was over. Contrast that with Joe Kennedy’s ferocious interest in his children’s lives. For all his shortcomings, Kennedy’s loyalty to his children was absolute. “My business is my family and my family is by business,” he said. John F Kennedy once told Steve Smith, “You know, when I was just trying out for the freshman team for some of those swimming meets, my dad was always there. He was always there. He did the same for all the kids” (79).

McGinnis notes that if you create an organization that supports and values team members, these same team members are more likely to support the organization and its leaders.

"Create an Environment Where Failure is not Fatal"

"Create an Environment Where Failure is not Fatal"

According to McGinnis, all leaders must learn that failures along the way are to be occassionally expected and do not amount to the overall failure of the employee or the company. We have all heard the references to loosing the battle but winning the war. McGinnis explains, "Anyone desiring to be a good leader must learn the art of helping people rekindle their will after such an episode. In fact, it perhaps can be said that no one will ever be an effective motivator who does not know how to help people with their failures" (70).

McGinnis asserts that when leaders "create an environment where failure is not fatal," they help their followers use their experience to become wiser and more skilled instead of retreating into mediocrity.

Establish High Standards for Excellence

“Establish High Standards for Excellence”

McGinnis believes that many individuals are not taught the joy of doing something well. He cites the accomplishments of a successful music teacher who stated her results with students came from first teaching “them that it is better to do it well than to do it badly” (55).

Whether teaching a student to play an instrument or helping an employee perform well at their job, McGinnis believes that leaders must set and expect high standards. “The essential thing is that the organization has a set of standards and that the leaders enforce rigorous adherence to them” (56).

McGinnis makes a good point with an example of a friend who works as an art teacher for five different schools. The friend explained to McGinnis that each of the five school administrators runs his or her school in a very unique way. One principal is a bit aloof but runs a tight and successful program. Another principal has an equally successful school but takes a friendlier approach and even volunteers for playground duty as a way to get to know students better. As the friend observed the five different administrators, she learned an interesting lesson about motivating others. She explains, “Do you know what school has the worst morale? …It’s the one where the principal tries hardest to be popular with everyone. He’ll say things to us teachers like, ‘Don’t bother to come to the school program tonight if it’s not convenient – I know you have a long drive.’ Maybe he thinks the way to succeed with people is to be easy on them, but it backfires. Everybody on that staff is trying to get transferred” (57).

Allowing for low standards is one way to quickly destroy the morale of employees. Poor employees take advantage of the low expectations and good employees become disenchanted because they begin to feel that hard work and dedication are not appreciated.

"Make a Thorough Study of the Other Person's Needs

“Make a Thorough Study of the Other Person’s Needs”

McGinnis states that too many leaders believe that success will come from simply praising and rewarding people. He explains that motivating others requires more than just the dispensing of complements. “A good motivational plan must be as carefully fitted as a designer dress, and before starting a program of leadership and change, it is important to study our clients carefully” (42). He continues his explanation by advising leaders to thoroughly study their employees and/or customers needs and desires and to realize that people are not all the same, they have distinctly differing needs.

McGinnis asserts that it is important to remember that beliefs and feelings are intrinsically tied together. He goes on to say that the best way to find someone’s needs is through their belief systems. He continues by suggesting that uncovering a person’s beliefs can serve as a powerful motivator. As an example, he recounts a client who came to him for counseling. The man was unsure if he actually needed help but said that he often cried and sometimes slept the entire weekend. The man stated, “Everything seems so relative… Morals have all changed, standards have all changed, and I feel as if I’m doubting everything and believing nothing” (46). In response to this, McGinnis had the man return home and write down “at least 20 things” (46) that he was certain about.

When the man returned to McGinnis’ office, he had a list that contained items such as:

Animals deserve to be treated kindly.
I’m happiest when I live near the ocean
Sex is great.
It’s important to tell the truth.
Careful craftsmanship is always good and sloppy work always causes trouble.
I love my kids more than anything.
Hate is always wrong and love is always right.
Kindness to someone in trouble is awfully admirable (47).

The man stated that he “actually felt better to have discovered, after a little introspection, that he actually did believe in some things and that there were some convictions with which he could operate – even while plagued by doubt” (47). Interestingly, just jotting down these certainties helped the man reclaim a sense of his beliefs and provided motivation for continuing toward his life’s improvement.

"Expecting the Best"

"Expecting the Best"

We all know that it is important to expect the best from others; yet, it is surprisingly difficult for many individuals to apply this common sense principle. McGinnis explains, “Unfortunately, when many people become leaders they take a different tack and quickly find themselves frozen into the role of police officers. Because of superior knowledge and experience, they think it is their duty to look over people’s shoulders, to watch for errors and discourage cheating. They are there to prevent failure” (28).

Not surprisingly, when leaders take the role of “police officer” within their organizations, they quickly assume an adversarial position and actually discourage employees from compliance with the company goals. McGinnis recommends that leaders spend as little time as possible focusing on team member’s weaknesses or mistakes. Instead, he suggests looking for strengths and focusing on what employees, friends and others are doing right. He explains, “If people know we expect good things from them, they will in most cases go to great lengths to live up to our expectations. If we expect the worst, they will meet those predictions with disappointing accuracy” (28).

McGinnis gives a poignant example of a top salesperson who had performed poorly the previous year and even mentioned quitting several times to her supervisor. Each time, the supervisor convinced her “that she had not tried long enough, that she would not have been hired if there had not been unusual potential in her” (40). The supervisor provides an excellent example of a leader who fostered success by expecting the best others.

"The Psychology of Motivation"

“The Psychology of Motivation”

McGinnis begins his first chapter by asking, “Have you ever wondered at the way certain people bring out the best in others? They seem to know how to get an extra effort from the people they lead” (15). He explains that successful motivators appear in all areas of life, from students to business executives. He notes that people who bring out the worst in others also appear in a variety of occupations and have varying titles. “Their pep talks end up becoming lectures, and though they may intend to inspire us, they actually intimidate us” (15).

He goes on to explain how individuals can become “sources of motivation” (16) instead of acting as a hindrance to the progress and inspiration of others. He offers twelve guidelines to help with this process.

“12 Rules for Bringing Out the Best in People” (10)

1. Expect the best from the people you lead.
2. Make a thorough study of the other person’s needs.
3. Establish high standards for excellence.
4. Create an environment where failure is not fatal.
5. If they are going anywhere near where you want to go, climb on other people’s bandwagons.
6. Employ models to encourage success.
7. Recognize and applaud achievement.
8. Employ a mixture of positive and negative reinforcement.
9. Appeal sparingly to the competitive urge.
10. Place a premium on collaboration.
11. Build into the group and allowance for storms.
12. Take steps to keep your own motivation high.

"Bringing Out The Best..." Overview -Challenge #9

“Bringing Out the Best in People”
Overview

“Bringing Out the Best in People” was written by a Family Therapist who studies and writes about “how people can get along better with each other” (13). According to the author, Alan Loy McGinnis, in writing the book, he looked for ways that businesses could apply principles on motivating and encouraging individuals, which he found in his research, to managing their employees and to improving productivity.

McGinnis sought out common principles and practices of leaders from historical accounts of successful motivators, as far back as Alexander the Great. According to McGinnis, his “research revealed that there are only about a dozen principles of motivation and that successful people were using them long before psychology had a name” (14). He found that typically, individuals use the same motivation techniques within both their homes and offices. As a result, he found that an individual’s motivation skills have a universal application in their successes, personal and professional.

Leadership Book - Challenge #8

The three leadership books most recommended by my friends, peers, and advisors are:

1. “Leadership and Self Deception”
2. “The Seven Habits of Highly Effective People”
3. “Bringing Out the Best in People”

I have previously read both number one and two on the list and so… I selected “Bringing Out the Best in People” for my new read.

Statement Sharing - Challenge #7

I shared my leadership statement with five peers and asked them to respond to my definition. Most of my peers stated that they preferred working with leaders who use a democratic approach. They stated that they enjoy being part of a team where individual ideas and contributions are utilized and recognized. For most of the individuals that I spoke with, their worst experiences have been with controlling bosses who refused to recognize the ideas or contributions of others.

One of my peers, a highly creative individual, surprised me by stating that she enjoyed “just being told what to do.” She explained that for her, work was only a means to an end, money. Currently, she works as a paralegal in a law office. In questioning her further, I found that her preference, of being told what to do, resulted from her feelings of dislike for her current job. I asked if her opinion would change if she were in another industry, which she found more interesting. She stated that in her ideal job, as a graphic designer, she would absolutely want her ideas and creativity to be encouraged and utilized.

Discussion with Mentor-Challenge #6

I asked Gary, one of my mentors, to tell me a little bit more about his leadership philosophy. He said that he believes in giving members of his team a lot of room to express their individual creativity through ideas, which will help the company. As an example of this, he told me about one employee who suggested offering their products and services to a new industry. Although Gary usually discourages growing too rapidly or taking on the needs of too many industries at once, he felt the employee might be correct in his suggestion. Gary allowed the employee to take time to research the needs of the new industry and to put together a team from within the company to make a recommendation about whether or not to move forward into the new market. The committee ultimately recommended the move and now the trucking industry is one of Gary’s largest purchasers of his GPS time clocks, Trak-It. Gary rewarded the employee’s dedication and initiative with awards and a promotion. Gary’s companies maintain a high level of employee retention and satisfaction because of his supportive leadership style.

Mentors-Challenge 5

For last week’s leadership challenge, I began working with three mentors with whom I will interact on a weekly basis. Based on my goal to become a school principal, I chose, for my first mentor, Debby Gomberg, a principal at a local charter school, which I wrote the business plan for and established about four years ago. I first met Debby during interviews for an administrative position at the school. Debby stood out from the other applicants like a bright star against a dark sky. Impressed with her competence, experience, ability to communicate effectively, and her passion for education, the members of our school board and I quickly came to a consensus and selected her as our school’s principal. I have never regretted that decision. Now that my term as a school board president has ended and I am no longer her boss, I look forward to working with Debby as one of my mentors. She has much to teach me and I am anxious to learn from her experience and advice.

The second mentor that I selected is a man named Oscar Aguayo. He is a fabulous musician that I respect and admire. Composing, playing and performing music have always been an important part of my life. With my decision to go return to college, I find myself often neglecting this aspect of my self. Oscar has agreed to help me stay on track with finding and performing at least one gig a month and with finishing a new CD project.

My third mentor is my Dad. I hope that’s okay. ☺ He is one of the most successful and personally balanced businessmen I know. I admire his ability to take an idea and turn it into a creative and profitable business venture. He has also had the good sense to know when to sell his companies to larger organizations. At the same time, he devotes much time to his family and volunteerism. We both share a love of helping disadvantaged people improve their lives. This summer, I will be teaching English at an impoverished school in Donihue, Chile. My Dad is planning on coming down for a month to help with some rebuilding projects we have planned for the community. He will also be helping me to start a non-profit company to increase my ability to help others in economically impoverished areas.

A Mentor is...-Challenge #4

A mentor is someone who is willing to give guidance and to share their knowledge, advice and experience in an effort to support and encourage another person. Sometimes I meet individuals who do not share knowledge with others, even/especially when they know it will help another person (unmentors :)). I prefer not to spent to much time with the latter group.

In my life, I am grateful to have had some wonderful and caring mentors. These mentors have come from varied backgrounds and experiences yet all have been willing to selflessly help others without a self-serving agenda or an expectation of getting something back. These individuals have helped me to find career opportunities, recognize my areas of general stupidity. They protected me from potential danger, and instilled in me a desire to help others. In short, these mentors helped me to live a fuller, happier life. Thanks Mentors!!!!

Leadership is...Challenge #3

In reflecting on my previous leadership experiences and my overall leadership philosophy, I discovered that each experience in leadership holds unique challenges and requires the ability to adapt to and welcome change. Although situations sometimes require a variety of leadership styles, whenever possible, I prefer to take a democratic approach to leadership. Successful leaders create an environment, which allows for and values the contributions of every team member. They keep an open mind, help others and support additional leadership opportunities within the group. Great leaders use critical listening and thinking skills and are not afraid to delegate or even relinquish leadership roles when others step forward who can better serve the organization. Above all, the best leaders hold and maintain the vision of the organization, always educating, motivating and moving forward toward the group’s goal. Leadership extends beyond a title or position. Anyone who takes the initiative to improve a situation by coming up with a solution or plan of action, setting an example and motivating others is a leader.

Leadership Challenge #2

In response to the week’s Leadership Challenge, I joined two Weber State clubs. The first club that I joined is the Christmas Tree Club. They decorate and distribute Christmas trees to underprivileged families in the Ogden area. The second club that I joined is the Weber Environmental Club. They provide educational seminars on ways to reduce environmental impact and participate in a variety of service projects such as distributing reusable cloth grocery bags to students. I am excited to learn more about these clubs and to participate in their future activities.

Leadership Challenge #1

I went out of my way to meet new people this week and to ask them why they are at Weber State and to share something unique about them.

A student named Amber told me that she chose Weber State because of the great dental hygienist program it offered. She said that she will be going to Peru this December for a service mission with other students from the program. Apparently, they will be assisting Dentist in performing dental surgeries and other free dental services to impoverished Peruvians.

Another student, Shelby, chose Weber State because it was close to her home. She wants to be a parole officer when she finishes school and described herself as a “little punk” when she was a teenager. She said that she wants to help other “little punks” see the errors of their ways.

Josh, a student in one of my English classes stated that he chose Weber State because of its Education program. He wants to be an English teacher in a junior high when he graduates. He told me that he also plays the tuba.

Ben, from my Spanish class is attending Weber State because he wants to become a DJ on the radio. I let him know that the Weber radio station is currently hiring and that he probably doesn’t need a degree for that. He said that he wants more than anything to travel the world and I suggested he apply to work on a cruise ship. – Sometimes I’m a little too full of advice…poor guy.

Jennifer, a student that I met while studying in the Student Services building said that she chose Weber State because of the close proximity to her home and because of the fact that she is a single mother with two little children. She is majoring in business and wants to run her own restaurant.

1st Day

Hello Classmates,

I enjoyed seeing everyone today and look forward to spending the rest of the semester in Educ 2920 with you.

See you next week.