The challenge of leadership

The challenge of leadership

I was recently a speaker at a conference on leadership. It is a topic that has interested me for some time. I have been particularly intrigued by the idea of a leader as someone who influences an organisational culture in a positive direction. The conference chair used a phrase that made an impact on me and which I have already started using in my training on these issues: he described a leader as a thermostat not a thermometer – that is, someone who can affect the ‘temperature’ in a team, section or whole organisation, rather than someone who just reflects that temperature.

Where there is a lack of leadership there will be managers and professionals (and yes, indeed, it is not just managers that can and should be leaders) who become passive victims of the culture in which they are operating. Of course, it has to be recognised that organisational cultures can be very powerful influences indeed on not only group and individual behaviour, but also thought patterns and emotional responses. Such influences can be highly positive (empowering, motivating, supportive, nurturing and energising) and can create a strong sense of shared endeavour and high morale, with a great deal of learning going on. However, they can also be highly negative (disempowering, demotivating, unsupportive, macho and draining), resulting in little real sense of teamwork and a culture of low morale that can be quite destructive for all concerned and which can stand in the way of any real learning taking place.

Of course, leaders do not have complete control over the cultures they inhabit – the reality of organisational life is far more complex than that. However, there are ways and means in which leaders can make their presence felt in shaping cultures in a positive direction. Some people make the mistake of assuming that, because cultures are very powerful, they are all-powerful and that there is therefore little that can be done to affect them. This mistaken assumption can be especially prevalent where low morale is to the fore, as low morale tends to promote negativity, defeatism and even cynicism, which then discourages any challenges to that culture.

In reality, cultures are sets of habits, taken-for-granted assumptions and shared meanings, and so much of their force comes from the dead weight of habit. In some circumstances, cultural change can be a long and difficult process, while in others it can be relatively straightforward. For example, where there is a culture characterised by people not communicating with one another, an effective leader could potentially change that culture fairly quickly by making sure that people start communicating with one another. New sets of (more positive) habits can be formed quite quickly at times.

Of course, leadership involves an important set of skills, and those skills need to be underpinned by a degree of confidence, as we will not be able to serve as a positive influence if we lack confidence in our ability to do so. Herein lies a considerable irony. Cultures of low morale – those cultures that cry out most for effective leadership – are precisely the breeding ground for low confidence. So, where leadership is needed most could very well be where it is least likely to be found or to flourish.

So, while leadership has much to offer we should not see it in simplistic terms as some sort of magic solution. There are many challenges involved in taking leadership forward, but it is to be hoped that the benefits of improved leadership are sufficient to spur us to find ways of building on the foundations we already have. With this in mind, one thing we should be aware of is that, as long ago as the 1920s, Mary Parker Follett was making the vitally important point that one of the primary tasks of leadership was to support the development of other leaders – that is, good leadership begets leadership.

People Management, Neil’s latest book, is due to be published by Palgrave Macmillan on March 22nd.

Learning for life

I have just completed a very busy period where I provided a great deal of training for a number of organisations. Reflecting on the experience what strikes me is the huge difference in attitudes to learning. At one extreme we have the semi-burnt out cynic who seems determined to let their negativity spoil the positive learning environment I have worked hard to create. Thankfully such people are in a small minority. At the other extreme are the people who become fully immersed in the process of learning. They show an enthusiasm for taking on new ideas, reviewing and/or consolidating their existing knowledge and skills and really want training to make a positive difference to practice. They embrace learning opportunities with zeal, put energy into the process and become energised by it. No doubt the differences in attitudes are in large part personal differences, but I am also aware what a difference organisational culture makes. Organisations can have cultures that are supportive of learning (it is recognised that it is dangerous not to keep learning); take no notice of learning (too busy chasing their tails to learn) ; or actively discourage learning (change is seen as threatening). So, how much learning takes place will depend on (i) the organisational culture; and (ii) to what extent individuals allow themselves to be influenced by their culture vs. the extent to which they take ownership of their own learning.

Asking the right questions?

I was recently contacted by someone who wanted my advice on asking the right questions in a coaching context. He explained that he worked as a coach and regularly used certain questions to encourage his clients to think about how they can move forward with their work and their learning. He asked me whether I thought they were the ‘right’ questions to ask. Of course, I had to reply by saying that it all depends on the context. What will work in one set of circumstances will not necessarily work in others. I went on to explain that this is what reflective practice is about – having a ‘reflective conversation with the situation’. That is, we have to think carefully about the situation and work out what questions to ask based on what we find. I also  suggested that he should consider going a step further into critically reflective practice – in other words, asking questions that encourage reflection not only on current practices within current parameters, but also on how those parameters could be changed, on how new ways of approaching our work and our learning can be developed by looking at the wider and deeper picture (critical breadth and depth). He didn’t reply to thank me for my comments so I can only assume that wasn’t what he wanted to hear, that he just wanted me to affirm that he was on the right lines – hardly a solid basis for coaching!

To find out more about Neil’s views on critically reflective practice, see the book he co-wrote on the subject: http://astore.amazon.co.uk/neilthomp-21/detail/0230573185

What happened to enthusiasm?

In my work as a trainer, consultant, conference speaker and author I meet a wide variety of people. Perhaps it is the state of the workplace these days, but it concerns me that I come across so many people whose enthusiasm for their work has ebbed significantly. Some people I meet are semi-burnt out if not fully so, and so it was great recently when I received a thank you email from someone who had enjoyed reading the latest issue of our newsletter (www.well-being.org.uk) and had found both the articles in it very helpful and interesting. She told me that she had conveyed her enthusiasm to her colleagues and described her display as ‘doing an imitation of a two-year old’. That image captured my imagination, as it made me realise just how many of us are struggling to feel enthusiastic about what we do. So, if you still have enthusiasm, why not show it? Why not let it be known? Yes, we have major problems in the modern workplace, but it is not all bad news, so let’s celebrate the good bits. Low morale can lead so many people not to notice the good bits and cynically focus on what’s not so good, which then makes the problems even worse.

The effects of not being valued at work

Research by the American Psychological Association has found that over half the people who did not feel valued at work were planning on leaving within the next year (http://www.marketwatch.com/story/apa-survey-finds-feeling-valued-at-work-linked-to-well-being-and-performance-2012-03-08). Considering the cost of replacing staff that leave, this shows just how unwise (and expensive) it is for organisations not to show appreciation of their staff. Valuing staff can therefore be seen as an important part of workplace well-being.