Four Thoughts From Warren Bennis - Thought 3

James T. Kirk, Indiana Jones, Dr Who and Aragorn have two things in common. They are all fictitious heroes with courage. intelligence, and incredible adventures. And they all possessed the special ability to learn from the past, analyze the present and apply integrated solutions to amazing problems. These bigger than life examples solved life threatening problems that effected history, the world and even the universe.

Warren Bennis, author of Geeks and Geezers, pens many thoughts regarding the effectiveness of leaders. In this posting I want to explore one of the insights I harvested from his book - the leader's response to new experiences. Bennis puts it this way, “The ability to process new experiences, to find their meaning and to integrate them into one’s life, is the signature skill of leaders.”

The new territory.... the "never before experienced" adventure.... the outside the current sphere of best practices.... the novel idea that will stretch the mind and the wallet - all of these have the potential to cause a person to shrink back with hesitation or curl up with a good book until the danger passes. But the new and different can be the path to higher ground. Some have a natural tendency for the status quo, the putting down of established roots, the maintaining of the traditional course of action, and the stability of the proven. Others have a yearning for the new frontier, a quest to be a pioneer in a wave of creative thinking, a desire to stretch the boarders and challenge the limits, and a passion for risk-taking/high-yielding adventures.

Not every cloud has a silver lining - some have lightning and thunder. Not every idea leads to a stream of success - some flow to dangerous rapids and deadly waterfalls. But to stay still too long leads to stagnation. To "stay put" can leave you with 8-track players & cassettes that no one wants. Effective leadership has the ability to see .... knowing when to pass and when to move, sensing when to stay put and when to advance, understanding the roots and the rooftops, incorporating the new into the old and integrating the beauty of possibilities on the canvass of stability.

Interpreting scripture is much like interpreting life. The accurate interpretation of the Bible is the key link to the appropriate application of absolute truth to human experience. Likewise, the interpretation of life experiences is the cornerstone to making sense out of the changes that occur day by day. In Bible study the prerequisite to effective interpretation is keen observation. The better we see what the text says and get a proper view of the message, the more accurate our interpretation will be. In the same way, the more clear our perspective on a given experience, the better our interpretation and application for life. I have found that the truth of scripture gives a godly and heavenly view of earthly experiences that leads to clear vision.

Johnny Nash (1972) wrote a song about clear thinking and the ability to see the obstacles that face us on a day to day basis. Bennis seems to agree that the leader has the ability to see the new experiences of like and translate them into a positive, sunny day.

"I can see clearly now the rain is gone;
I can see all obstacles in my way;
Gone are the dark clouds that had me down;
It's gonna be a bright bright bright bright sun shiny day.

Oh yes, I can make it now the pain is gone;
All of the bad feelings have disappeared;
Here is that rainbow I've been praying for;
It's gonna be a bright bright bright bright sun shiny day. "

Another great example of seeing clearly and accurately through the eyes of faith in the a sovereign God is found in the popular chorus written by Helen H. Lemmel in 1922:

“Turn your eyes upon Jesus;
Look full in his wonderful face;
And the things of earth will grow strangely dim;
In the light of his glory and grace."

New ideas: embrace them or reject them? Am I a Pioneer or a Gatekeeper? Is it best to resist or integrate the new experience? Shall we swim with or against the current? Where do I "turn" for the proper eyes to see?

Just some thoughts from Bennis and me.

Bennis, W.G. & Thomas, R.J. (2002) Geeks & geezers: How era, values, and defining moments shape leaders. Boston: Harvard Business School Press.

Photo of Aragorn retrieved from www.lord-of-the-rings.org/books/aragorn.html

Four Thoughts From Warren Bennis - Thought 2

A second thought gleaned from Warren Bennis' book, Geeks and Geezers, emphasizes the reactions we have to the trials and difficulties of life. Bennis shares, "One of the key differences between leaders and nonleaders we found is the ability of leaders to transmogrify even the negatives in their lives into something that serves them. For leaders the uses of adversity are genuinely sweet."

I love the story of Rudy.
Rudy grew up in a blue collar mill town where most people remained to raise their families, but he wanted to play football at Notre Dame. However Rudy faced some huge problems: his athletic skills were only average, his high school grades were poor, and he was about half the size of the other college players. But Rudy had the determination and the enthusiasm of a dozen people and he allowed the adversity facing him to drive him to fulfill his dream.

I love the story of Wilma Rudolf.
Wilma was the 20th child of a family of 22. She was born prematurely and weighed only 4.5 pounds. She was also born with polio leaving her crippled and unable to attend school. Her mother educated her at home and faithfully transported her to a hospital for blacks 50 miles from their home twice a week. As a result of the polio, Wilma's legs require therapy at home 4 times a day. Wilma eventually attended school when she was seven, but was unable to walk normally until she was 12. Wilma fought through the physical difficulties, played basketball in high school and made the US Olympic team in track and field. I remember as a ten-year-old watching TV and cheering for her in the 1960 Summer Olympics Games in Rome. She became the first American woman to win three gold medals in track and field during a single Olympic Games.

I love the story of the underdog who rises above the impossibilities to achieve the possible.

Like, Hoosiers, a 1986 film about a rural Indiana high school basketball team that wins the state championship. The story is set during the 1950s, when all high schools in Indiana, regardless of size, competed in one state championship tournament. It is very loosely based on the story of a real Indiana team from Milan High School that won the 1954 state championship. Or Joseph, the 11th of 12 brothers who found himself sold into slavery by his siblings and locked in the cell of imprisonment by his master. Faithful to his convictions and his trust in God, Jacob not only regain his freedom, rose to a position of great political power, but also saved his family (including his 11 brothers) from a nation-wide famine. Rising above his circumstances gave Joseph the opportunity to serve his God, impact a nation, and be reconciled to his family (Genesis 37-47).

There is a difference between challenge and adversity; a fast ball down the middle and a curve ball out of left field; a confrontation and a triple A problem. The ability to translate a trial filled with tension and anxiety into an opportunity fro growth, positive development and improvement is a mark of a transformational leadership. Resilience, determination, and faith must be combined into a realistic optimism that drives the leader to strategic planning in the midst of the storm; to collaborative truthfulness when the weight begins to crush one's spirit; and to transparent communication in order to share the vision, the threat, and the solution.

Photo of Wilma Rudolph found at http://media-2.web.britannica.com/eb-media/54/84654-004-E93741F1.jpg

Bennis, W.G. & Thomas, R.J. (2002) Geeks & geezers: How era, values, and defining moments shape leaders. Boston: Harvard Business School Press.

Four Thoughts From Warren Bennis - Thought 1

Warren Bennis is one of my favorite leadership authors. He authored a book in 2002 entitled Geeks and Geezers that compares and contrasts the new leaders of of our day with the gray-haired leaders of yesterday. I would highly recommend the writings of Warren Bennis for those interested in exploring leadership styles and skills. The next four blogs will highlight some of the insights I gleaned from Geeks and Geezers.



"You can't teach old dogs new tricks!" This might be a true statement about man's best friend, but I am not a dog and I don't do tricks. One key that Bennis found in effective leaders involves their zest for learning. Life-long learning reflects a mature mindset that is open to new insights and knowledge.

I recently discovered an interesting website - www.museumofconceptualart.com/accomplished. This site allows you to type in an age and it will provide some examples of people who accomplished great things at that age. I am not sure what you consider old, but having just turned 60 and receiving my Golden Buckeye card that entitles me to discounts for the elderly, I think you have to be 70+ to be considered "really old." Here are some pretty amazing things that really old people have accomplished:
Benjamin Franklin helped draft the Declaration of Independence (age: 70).

Casey Stengel BEGAN managing the New York Mets (age: 71) .

Margaret Ringenberg piloted her plane around the world in 1972 (age: 72).

A Maori woman, Ramari Post, received her PhD in molecular medicine from the University of Auckland (age:74).

Cancer survivor Barabra Hillary became one of the oldest people, and the first black woman, to reach the north pole (age: 75).

Grandma Moses STARTED painting (age:77).

John Powanda became the oldest Peace Corps volunteer in history (age: 79).

Jessica Tandy became the oldest Oscar recipient for her work in Driving Miss Daisy (age: 80).

A Cincinnati resident, Harold Berkshire, graduated from high school (age: 81).

Pearl Williams of Dallas caught her first fish - bluegills (age: 84).

Mae Laborde launched her acting career as TV's favorite grandma (age 93).

Harry Berstein published his first book, The Invisible Wall (age: 96).

It is this kind of zeal for life/ enthusiasm for the new and creative/ excitement for learning that allows people to do the amazing. Great leaders possess these qualities.

I have had the priviledge of teaching adults at the college level. I love teaching them because they are eager to learn and find time in their busy schedules to prepare for class. I have found that people who are not staying fresh and current in their profession are falling behind faster that they realize.

Bennis shares, "The ability to learn is a defining characteristic of being human; the ability to continue learning is an essential skill of leadership."

Bennis, W.G. & Thomas, R.J. (2002) Geeks & geezers: How era, values, and defining moments shape leaders. Boston: Harvard Business School Press

Honesty - The Best Policy?

Samuel Whitmore Cooper was the CEO of a major beverage company in Morgantown, West Virginia - at least that what his parents believed when they saw him making and selling his lemonade to the neighbors and friends in suburbs of Suncrest. He was quite a salesman and rarely did a person walk past his stand without buying a cup of refreshment from his thriving business. At ten years old, Sam began to see dollar bills as he squeezed the lemons and poured the juice into the pitcher of iced water. Sam wanted to buy a new ball glove autographed by Bill Mazeroski, his favorite Pittsburgh Pirate.

One day Sam decided that the money was not coming in quiet fast enough and the summer would be over (as well as his opportunity to play baseball with the new glove) before he could buy the mitt. So Sam decided to share the reason for his lemonade stand in hopes of increasing sales and maybe even some extra donations. But buying a glove seemed rather selfish, so he decided to share with his neighbors that he was donating the money to UNICEF. Of course he didn't tell them that his UNICEF stood for the Unidentified Needs In Cooper's Entertainment Fund. People did buy his lemonade for 25 cents a glass but they often gave a dollar as a donation. One day Sam found a ten dollar bill in his money jar quietly paid by someone in the neighborhood to encourage a young man with a big heart.

All was good until Samuel Robert Cooper, Sam's dad, noticed the money jar filled with more green than silver. Upon a closer look, dad found the UNICEF sign and the jig was up. Little Sam did not get his glove that summer, but he did make a nice contribution to the real UNICEF.

Ethical leadership assumes honesty and trustworthiness. Shooting straight even when the news is not pretty and does not flatter the decisions of the leader, builds bridges of trust and support. Integrity is measured not only be the wise decisions a leader makes in the midst of trials, but also his candor about the trials themselves. Loyalty is often won when the leader openly and honestly shares truth within the organization.

Sometimes a leader hesitates to share bad news. A positive spin is placed on the situation so that only the few know about the lack of health in the business. Sometimes the bitter pill is so candy- coated that no one knows the extent of the illness until it is too late. In the name of protecting the organization or in order to prevent panic, a leader may choose to be less than honest and only share the good news. Only one side of the coin is revealed and the stakeholders go to bed at night thinking all is well.

Is this the way that leadership works? Does a servant leader best minister to the organization by withholding the uncomfortable, the difficult, the trials, or the lack profitability? Is it best that the stakeholders don't know the cards that leaders sometimes hold so close to their chests?

There are various layers of stakeholders and the circle of knowledge needs to be restricted at times due to confidentiality and timing. But when is a leader guilty of deception when he/she withholds information that directly impacts the stakeholders? Is it wrong for the CEO to smile and pat his workers on the back for a job well done, if he knows that he might be able to pay them at the end of the week?

The higher up the corporate ladder an individual moves in a company, the more information he/she knows about the inner workings of the organization. When does one cross the line between confidentiality and the intentional withholding of honesty? When does a leader hide reality from his/her people in order to guard the reputation of the institution?

The answer might seem obvious. But the rationalization of the human mind and the pressures of the positions of leadership sometimes make the answer blurred at best and totally out of focus in the worst of times. How often do we find ourselves, like Sam at his lemonade stand, carrying on business as usual, failing to see ourselves through the eyes of our neighbors?

Bravery Under Fire

I was sitting, hiding really, behind a tree with bullets made of paint zipping past my head. It was my first adventure in paint-balling. As an old high school administrator, I was in the forest of war with a group of teenagers. My team of soldiers got pinned down in a small grove of trees and the "enemy" was raining down pellets of paint in rapid fire. I was dressed from head to toe in borrowed camouflage and the goggles that covered my bifocals made me look like a cross between Rambo and Mr Magoo.

I remember sitting there not knowing exacting what to do and my mind began to transpose the woods of Ohio to what might have been thirty years earlier if I had been part of the Viet Nam conflict. Would I have been brave or found myself to be a coward? As a college student in the 1970s, I missed the war in Southeast Asia, but several of my friends served and died for our country during these days. I remember not feeling very brave behind the tree as I heard the paint balls snap against the bark of the trunk. Real bullets in a foreign land.... my thoughts brought a wave of fear and anxiety. Only the bullets of paint stinging my arms and chest brought me back to the realities of "capture the flag."

Bravery is a key element in leadership whether in the military, in the corporate world, or in the sphere of the non-profit organization. The challenges of life and the enemies of character exist in every battlefield of life. The experiences of everyday existence present themselves on the stage of warfare. Often the combatants are invisible, yet real; some dressed in ties, yet deadly; others adorned with smiles, yet filled with potent poisons. The temptations that can devastate reputations and integrity are but a decision away and they often present themselves at our weakest moments. My, how bravery is needed in the midst of such turmoil and conflict.

I don't think that bravery is the lack of fear. In fact, the presence of fear is the very factor that allows bravery to be exercised. Bravery is courage despite the fear pounding in one's chest. Facing the giant without fear is stupidity or ignorance....facing the giant with courage and determination, even when victory is not in sight, reflects bravery and character. Helen Keller once said, "We could never learn to be brave and patient if there were only joy in the world."

I am often not a brave warrior, but when I have experienced courage in the midst of trials, I have seen three weapons at work for me: Preparation, Reliance, and Prevention. Being prepared for conflict is such a key ingredient for me. Sometimes I will find myself "beat-up and bleeding" by lunch time only to realize that I had not prepared for the battle. Tge Apostle Paul shares about the spiritual armor available for war in Ephesians 6 (truth, righteousness, faith, and scripture), and yet I often fail to put the armor in place. No wonder I get injured.

I have also found that developing a reliance on others can be a huge assistance to bravery. Figting back-to-back to another kindred spirit can make all the difference in the battle - someone to talk to, confide in, laugh and cry with. Using a fellow soldier as an accountability partner, prayer warrior, and inspirational mentor can be a source bravery.... knowing that you are not alone in the war.

Preventing failure through planning, awareness and sensitivity can also increase one's bravery in the face of trials. So often we have strategic plans for program development, budgeting, and capital improvements, but fail to have a plan for character development and spiritual growth. Being aware of the war that rages around us and a sensitivity to the temptations that will present themselves to us in a given situation, can greatly assist in the prevention of failure. If I have taken the time to successfully think some of these issues through, my courage to face the trial increases.... I have insight into the battle before me.

A healthy fear of the enemies of life can lead to bravery as we prepare for battle, surround ourselves with fellow warriors, and prevent the power of the temptations from surprising us through awareness and planning. Fight the good fight!

Creativity - The Need to Teach It

Creativity is such an important part of life. Having been created in the image of the Creator, creativity is woven into the very fabric of man. Whether it is creating something on canvass, or a melodic line on an English horn, or a unique idea for consideration and elaboration, or even a new way of showing appreciation, creativity brings freshness to life and a renewal to the soul.

When a teacher enters the classroom, academic content is the cognitive focus, but pedagogy calls out for creativity – the method of presentation and communication demands new and novel ways to transferring content. Demonstrating creativity in the presentation of content is one of the best ways to teach ideation to the class. Engaging students in challenging thinking and debate helps them to climb out of the normal pat answers and into the realm of “beyond the sphere” ideas.

Abdallah (1996) notes that, prospective teachers who are trained in thinking and teaching creativity will be better prepared to nurture the same creative characteristics in their classrooms. And yet, I don’t see many classes being offered at the collegiate level on creativity. There is a disconnect between the universally accepted belief that creativity is an important characteristic of a teacher and its lack of development and/or nurturing in teacher education programs (Abdallah, 1996). I have been involved in secondary education for 30+ years and it is a rare school that offers on elective on creative thinking and problem solving.

Colangelo and David (1991) delineate five major goals for teaching creative thinking:
1. Fostering creativity awareness and creative attitudes. So often our classrooms are filled with spitting out information and expecting the right answers to be spit back on written exams. Thinking that challenges the status quo can be threatening and intimidating, even to the expert instructor. Developing an atmosphere where creative thinking is not only encouraged but rewarded can explode into an excitement that may never be extinguished in the mind of a young person.

2. Improving metacognitive understanding of creativity. So often we do not even think about being creative or contemplate the process of thinking creatively. So what’s involved in creating something new? How do creative people think differently than others? Are there common elements in the creative mental process of ideation?

3. Exercising creative attitudes. Attitude is 90% of the educational process. If students are “with you” as an instructor, facilitating knowledge is exciting and effective. If students do not “buy-in,” then communication is difficult, if not doomed to failure. This can be seen so clearly in the area of creativity.
“I’m not creative, I just can’t think of new ideas.”
“Just tell me what to know and what is important to remember.” “
Or
“Let’s look at this from an entirely different perspective.”
“Put yourself in the shoes of your enemies – how do they view the world?”
“Let’s think of the impossible and then strategize to make it happen.”

4. Teaching creative thinking techniques. Educators should be providing opportunities for students to develop divergent thinking. This takes time and so intentional time should be given to these skills. The classroom should reflect a positive environment toward creativity. This culture should encourage exploration and allow for mistakes. Foster risk-taking and reward novel ideas. The imagination of the student should be expanded and the curriculum should refrain from judgmental evaluation and assessments. The questioning of assumptions should be commonplace. Cooperation should be expected and the culture should set the students up for success. A class in creativity should consist of little rote learning but be filled with free choices within an agreed upon ethical foundation.

5. Involving students in creative activities. It certainly does creativity a disservice if we only talk about it and never try it out. An athlete must practice and engage in multiple workouts in his/her training regiment, so creative people must exercise their creative thinking. A mindset of creativity can be cultivated and expanded the more one is involved in the process.

Abdallah, A. (1996). Fostering creativity in student teachers. Community Review, 14, 52-59. Retrieved February 7, 2006, from Academic Search Premier Web Site

Colangelo, N. and Davis, G A (1991). Handbook of gifted education. Boston: Allyn and
Bacon.