Leaders as Learners
by Les Wallace, Ph.D.
My first grandchild was born two years ago and besides the incredible joy of having Emerson around I’m fascinated to watch her learn. Of course she has instinctual reflexes. But her ability to learn has been rapid and fun. And while grandpa is certain she is born of superior intellect, he is also reminded that encouragement and appreciation accelerates learning. Of course, I’m a good and eager coach.
I always ask classes of seasoned leaders how they are different as a leader today than they were three years ago. Almost to a person they can articulate the difference, particularly around two or three key areas of behavior. I CAN also easily re-cast those into typical leadership competencies used in contemporary leadership development circles. One said he was much better at political savvy and partnering today than even three years ago. Another said she was much better at using true “dialogue” to enhance communication, listen more effectively, and strengthen business relationships. Yet another, a Marine Colonel with two tours in Iraq, said he is more acutely aware of the value of strategic thinking now that he’s back home at a command assignment and facing different challenges. This last one from a leader whose organization is world class at developing strategic command thought.
Most people are learners. We have to be learners as a defense against a challenging life. Most people also want to be successful and thus they seek clarity and growth. Leaders must also be defensive learners just to survive. More importantly, they seek not simply to survive but to thrive. Most leaders desire to move beyond success to significance.
I frequently challenge my leadership classes with this paradoxical statement: Leadership can’t be taught, it can only be learned. Of course, because they are sitting in a classroom they believe I’m trying to self-destruct and frequently point it out. But before you react, consider how you learned leadership. I’m pretty confident three critical paths accounted for most of your growth.
First, you had some self-directed desire to learn more. You were curious, had the will to put up with the dilemmas of leadership and management, and sought out resources, coaches, and mentors.
Second, you most likely had “coached” experience that proved instrumental. Experience can be a good teacher but coached experience is a great teacher. Someone took the time to help you sort through your experiences, both good and bad, and look for the leadership lessons.
Third, you had good models of leadership. As an interested student you watched others in leadership positions closely and had role models. Modeled behavior is one heck of a teacher. Most assuredly you had some awful models from which you also learned.
We know we all start out life like granddaughter Emerson. We have to learn to survive, we have caring parents, and with any luck enjoy school for quite a while. At some point, however, my granddaughter will distinguish herself by what she chooses to learn not because she has to go to school. Whatever she chooses—a trade, artistic expression, college, or a professional environment—there will be crossroads that offer choices: does she learn to live, or does she live to learn? The will to learn differentiates most leaders from other good managers.
Leaders, I believe, are learners. Despite whatever professional or work commitment they have made as a job or career, they live to learn. They appear more aware of learning opportunities and look for models both good and bad. They seek their own development not waiting for their organizations to development them. They find and use coaches and mentors so as to add even greater value to their leadership. And they do none of this just because they have to survive or someone else makes them. They do this because they have chosen to lead! Position on a hierarchy with authority is frequently mistaken as leadership. However, leadership is seen at all levels and the 21st Century leader recognizes and assists the learning of leaders at all levels.
McKenzie in “Orbiting the Giant Hairball” points out that in primary grades when you ask a class of children who’s an artist, many hands will raise. As school level rises fewer hands go up. He asserts that the joy of creative learning ebbs as pressure to gain academic knowledge (math, problem solving, historical perspective) increases. Leaders, we believe, commit to the academic knowledge (foundational competencies for leadership) but also look for the integrative lessons beyond the basics.
In the spirit of your own reflection, consider these ten observations about leaders as learners.
1. Learners don’t wait for the formal invitation to learn. The whiner who exclaims their organization hasn’t sent them to training in a long time is an evolving loser. Leaders don’t wait for someone to give them permission or opportunity to learn: they seek it everyday. These learners had a learning plan before “succession” plans become popular.
2. Learners find and use coaches and mentors. The best coaches and mentors are purposely sought out by the learner—not assigned by the system. That is, learners see the leadership competencies they wish to grow and the perspective from which they wish to learn and they invite these coaches and mentors into their learning journey.
3. Learners are willing to put themselves into stretch situations and new environments in order to learn. Getting comfortable feels great but doesn’t create growth. Stepping up to assignments, volunteer duties, or a task force creates a learning environment for leaders. These are not considered extra duties to avoid—-they are considered by leaders as opportunities to learn.
4. Learners are curious about how to help everyone be successful. Leaders exist at all levels. We’ve all worked for that helpful and supportive co-worker who was always willing to give. Leaders display this “helping others” characteristic early on. Not bossy—helpful. You can see this early in children who help one another and at work in employees who are collaborative and helpful to others in need without being told to do so.
5. Learners watch others closely and see what works and what doesn’t. Life is an incredible laboratory. If you don’t believe it go sit in on a kindergarten or first grade class. Better yet, volunteer to read them a few books and ask them some questions. Leaders are amateur anthropologists and psychologists with a great sense of inquiry: they watch social structure and behavior closely to learn about people and organizations. Frequently, sitting and watching is more educational than babbling on about your views to others.
6. Learners are alert to weaknesses but understand that enhancing strengths can make many weaknesses irrelevant. Unless you have a fatal flaw—a lack of capability crucial to your profession—you’re better off growing your strengths than working on your weaknesses. Focusing on further developing strengths pays out at close to 80% more impact on your success than trying to prop up a weakness.
7. Learners teach others as a means of learning more themselves. You’ll find some of the most well rounded leaders are good teachers. They are always offering their own experiences as stories and they welcome other learners joining them on their own learning journey. Learners are always eager to share their new knowledge and capabilities, without fear that it may help someone else become better than them.
8. Learners learn from everyone, not just those in hierarchical or power positions. Leaders are everywhere. Innovative thought, political savvy, good problem solving is not simply modeled by those in management positions it’s seen all around you in others. And others who are “good” at something are frequently excited to share their knowledge with others. Evolved learners also recognize the value of diversity; exploring differences generates a rich lab for learning.
9. Learners take time for frequent reflection on their learning. Learners are regularly asking the person in the mirror how they’re growing and what’s next? They take time for self-assessment to determine the next generation of learning plan rather than waiting for someone else to point it out. Tiger Woods, already one of the world’s greatest professional golfers, took time off in 2004 to completely rebuild his swing to get better. His coach remarked, “you’re never too good that you can’t get better.”
10. Learners look for opportunities to apply what they’re learning right away. Repetition of new competencies hardens the brain learning connections. You can unlearn bad habits and approaches by practicing new habits and approaches. Learners seek out assignments—at work and elsewhere—to apply new knowledge and capabilities. They also look for ways to share their learning because they recognize that teaching and helping others to develop only grows their own capabilities and perspective.
Relevant reading:
“What to Ask the Person in the Mirror,” Robert Kaplan, Harvard Business Review, 1/ 07.
A Legacy of 21st Century Leadership, Chapter IV, Les Wallace and Jim Trinka, 9/07.
