MrL8Nite goes back to school
"I don't mind change, I just don't want to be there when it happens." --Adrian Monk
Theory and Practice of Leadership
From the Syllabus...
Leadership is one of the most studied of human behaviors. Yet, considering the thousands of books published annually on the subject, one of the least understood. In this competitive, global world, leadership has become the single most sought after quality for success.
This course examines classical and contemporary theories and styles of leadership and their application to a variety of professional and global settings. Students examine principal underpinnings of leadership such as one’s values, philosophy of life, belief about the nature of humankind.
This course is designed to provide a scholar-practitioner’s perspective on leadership. In particular, the objectives of this course include:
- To understand and be able to articulate your unique leadership approach
- To investigate, understand and be able to apply significant models, theories and concepts of leadership
- To develop skills to incorporate your understanding of leadership into a framework for managing change in organizations
- To understand the effects of diversity of culture, gender, and race upon the dynamics of leadership
- To examine and discuss contemporary and classical writings on leadership theory and practice
- To integrate the scholarship of leadership into your professional practice
1st F2F in LA
"Can you grasp it?" Dr. Farzin Madjidi is passionate about his topic of leadership. He is pushing us to make this a million-dollar degree!
For our first F2F in the first semester of the program, we spent a large portion of our time with Farzin - his course represents 4 of our 9 semester credits. I haven't studied much formal leadership theory, mostly business-related leadership taught as part of management training in my corporate world. As I trundle through this course, I find the Northouse book on Leadership is actually a fine book that provides good overviews and explains many of the concepts that Farzin stresses in his lectures and TI sessions.
(Note: I found every article in Farzin's coursepack somewhere on the Internet...Derrel had to read it this way because the bookstore wouldn't ship his coursepack to Brazil.)
Of Geeks and Geezers
Book Review Time!
One of the first "turn in" assignments for Farzin's class is the book review and presentation. Richard, Sean and I are presenting "Geeks & Geezers: How Era, Values, and Defining Moments Shape Leaders" by Warren G. Bennis and Robert J. Thomas. It was a fast read and proved to be entertaining...unusual for an academic assignment.
Era
The book examines attributes of two groups of leaders which are categorized as "Geeks" and "Geezers". The two groups that the authors focused on were somewhat arbitrary—the age range was primarily influenced by a peer scholar’s study. First were the "pre-boomers" or "geezers" which the authors determined came of age in business during the first10 years of the "post war" era – 1945-1954. Second were the "geeks", or probably better, the "digital kids" – those that were "post-boomers" that were successful in business the 10 years immediately preceding the writing of the book -- 1991 to 2000.
While there are both perceived and obvious differences, the two groups are not as dissimilar as one would assume. Both groups are driven to learn and to share new experiences. They are also very aware of their own morals, values, and character -- generally demonstrating and maintaining these attributes in a clear and consistent fashion. These groups were also driven to achieve success, but with some different requirements. While many of the core tenets of leadership are critical without regard to age or generation, the authors aptly state that era "...determines choices both mundane and profound...".
Geezers
The geezers are the first leader-group that the authors identify. Common experiences and attributes of the geezers are:
-- growing up in the depression
-- watching parents struggle for the basics (food, clothing, shelter, etc.)
-- primarily single-income homes (only ~10% of their mothers were employed)
-- low divorce rate of parents (under 10%)
-- most had military training or service
-- mostly male; over 90% were married
The authors emphasized that the successful geezers believed in hard work, dedication to the "firm", had high ambitions, and maintained ability/intelligence in their areas of interest. Geezers were especially appreciative of experience and dedication, showing patience as they grew their skills and careers. ambition, native ability and intelligence.
The Geezers got their self-identify from their affiliation to their organization. They have been intensely loyal to their organizations till they started their own companies. A job that was secure counted above everything else....they were concerned about making a living. For them stability was the greatest virtue. They struggled to find this stability in the dangerously changing world they lived in.
Geeks
The geeks are the second leader-group that the authors identify. Common experiences and attributes of the geezers are:
-- growing up in the new economy
-- parents were generally college educated and financially secure
-- multiple-income homes (~90% of their mothers were employed)
-- high divorce rate of parents (approaching 50%)
-- mix of male/female; only 50% married
The geeks valued a "Balanced life" much more than the geezers did – they gave importance to both work and family, unlike their geezer counter-parts that put career above everything. The Geeks interviewed were persistent in striving for and maintaining the balance. The following quotes of a geek makes it clear: "If I can't do it with balance, then I don't want to do it" and "I'm not buying into your model of success." Geeks were not shy in acquiring wealth, unlike the geezers. They did not see money as evil. Rather the love of it as evil.
The Geeks considered work an on-going experience, open to experimentation and testing. And while they had a certain "tourist attitude", the authors pointed out that this was not to be confused with an unwillingness to make a commitment. The authors pointed out that this attitude is mostly in response to the current "business world, where loyalty to an employer is neither assumed or necessarily rewarded." This doesn't mean they had no commitment to their jobs. They were as dedicated as any employee, but only as long as the stayed with the firm – but being ready to leave whenever a better opportunity presented itself.
Differences
At the age of 25-30, geeks are more ambitious and have larger goals compared to geezers at the same age. They dream of "Changing the world" and "making history." In contrast to the geezers, the authors noted that most of the geeks "...strain[ed] to grab the brass ring on their first pass rather than waiting a few laps to get comfortable in the saddle. Their impatience is palpable." This constant drive and goal to succeed is notable when a "geek" was being asked what they could teach a "geezer" being brought in as a senior manager to a firm lead primarily by geeks...the answer was "speed". The implication is that while the Geezer’s talents were needed and appreciated, he would have to learn to move with the speed of the young firm and the new economy, unlike what he might have done in a more "classic" firm.
There were several other interesting similarities or differences that were identified as possibly being important in the comparison of geeks an geezers. Geezers had heroes (many well known); Geeks really didn’t subscribe to the “hero” concept. The authors stressed that these leaders seemed to share key qualities regardless of their era. These four qualities were listed as adaptive capacity, the ability to engage others through shared meaning, voice, and integrity.
Crucible
While the Geeks and Geezers has some similarities and differences, the authors seem to identify a new "trigger" and helped transform both of these peoples into leaders. More important similarity, the authors say they uncovered, is a sort of common experience that transformed both groups of leaders – possibly a new leadership theory.
This common experience is the basis on which the authors have built their story on "how people become leaders." The authors call this experience as "Crucible." The crucible is a transformative experience or an intense experience that greatly influences the leader, regardless of their age or era. Some of these crucibles were events that could have broken these leaders early in their lives or careers (such as being jailed and tortured), but instead, they thrived on the lessons learned by these experiences. Still others were more "mundane" (such as climbing a mountain), but still provided the life-changing experience that allowed them to move confidently into their careers as leaders. It is the authors’ contention that these crucibles helped a person become a leader…almost “releasing” the leadership qualities that would have otherwise stayed hidden and dormant.
Most of the leaders interviewed said that they had very intense, traumatic, and often unplanned experiences that transformed them into leaders. The leaders generally went through some deep self-reflection in these experiences, often causing them to question their values, assumptions, and priorities.
All these experiences helped them become adept in their judgments. According to the authors, the "…ability to find meaning in negative events and to learn from extremely demanding and often painful circumstances in life are the right indicators of true leadership." It was by relying on these abilities and experiences that the leaders were able to conquer challenges and hurdles allowing them to achieve their goals.
An enjoyable read -- I'd recommend it.