KATIE CURTIS

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Who I am as a leader traces back to my roots and family values, and is strengthened by my time in the Organizational Leadership Program (ORGL). My parents vehemently taught me to lead by example and to treat others the way I want to be treated. In my current position as a leader, I work for my mom and work closely with both my parents. I see them modeling that passion every day and it has only strengthened those values in me as a leader. When I first started the ORGL program I wrote that leadership is questioning the current process, a positive attitude in the face of change and listening above anything else. Just as I have built upon my parent’s values, in the ORGL program I have grown more specifically to know what each of those aspects of leadership mean and why those abilities make a great leader.

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I previously took the approach of trying to solve problems myself or with a small group of people and make the decisions for the group. I thought I was doing people a favor by not burdening them with problems and instead providing solutions. One of the first pivotal moments I remember in the ORGL program was recognizing that inviting others to be apart of change and to help find solutions to problems they are apart of is not only empowering to them but relieving for me. Senge (2006) teaches the importance of a shared vision, “shared visions compel courage so naturally that people don’t even realize the extent of their courage. Courage is simply doing whatever is needed in pursuit of the vision” (p.194). I still remember the first conversation I had with a group of employees regarding an issue and how it felt to turn the problem over to them. I heard ideas from people who had never spoken up before and we came up with a solution that I had not considered. The employees immediately implemented the change and were excited about the new process, because they were included in the planning process and truly understood the need. “Felt-need is an individual’s inner realization that change is necessary” (Burnes, 2006, p. 140). By including them in the conversation, they saw and agreed with the need for change themselves.

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One of the harder realizations I had was the necessity for conflict and my current tendency to shy away from conflict. The only area on the Student Leadership Practices Inventory (LPI) test where I scored myself higher than my peers did was in Challenge the Process. This immediately motivated me to learn more about conflict and how to embrace it. Lederach (2003) states, “Conflict can be understood as the motor of change, that which keeps relationships and social structures honest, alive, and dynamically responsive to human needs, aspirations, and growth” (p. 18). I’ve always embraced change but avoided conflict. Now I see constructive conflict is needed and leads to the most necessary changes. I am more aware of my actions in group settings and have caught myself wanting to take a more authoritative role when the conversation starts to storm. We’ve recently implemented a few new systems as a company. When we present the new systems to the employees I find myself wanting to interrupt the discussion with a joke to lighten the mood. When I do, I immediately see the conversation and productivity of the conflict halt. When I withhold my interruptions, I see others reach out with questions, comments, feelings, and ideas that they may not have otherwise shared.

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As a leader, I have learned to take the back seat more often and to be comfortable just listening. I have improved in this area but am also aware of how far I must go, and will continually strive to truly listen more often. “To exercise moral imagination, managers and employees step outside their current frame of reference (disengage themselves) to access a situation and evaluate options” (Johnson, 2012, p. 86). When others are talking about an issue I am already aware of, I find myself listening from the perspective of those in the room. I find this helpful to see if our message is being delivered and interpreted how we intended.

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Stepping back allows me to take more of a balcony perspective. What I’ve learned, is stepping outside of a situation to see it from the balcony is a necessary step. Just as necessary, is coming down from the balcony and leading from neutral ground. “One of the many wonderful things about the wilderness environment is that it is the great equalizer. If it’s raining, the leader is getting wet too… Participants notice this and feel more kinship with their leaders when they feel as though their leaders can understand them and empathize with them” (Raynolds & Chatfield, 2007, p. 41). Rather than call people into my office to talk, no matter the topic, I now regularly invite them on a walk or at least, meet in a conference room in a neutral location. I also seek out opportunities to work with my subordinates on various projects and completing some tasks that are not normally my responsibility, such as restocking supplies or packaging up boxes to be shipped. I find doing these tasks always provides me with new information or ideas about what could be done more efficiently and leads to conversations about change to keep the business progressing forward.

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I hope to improve upon my skills as a leader by focusing on teaching and coaching others. I have previously been a sports coach and I currently run the training program for new employees, therefore teaching is something I’ve always been comfortable with; yet teaching should not stop after the employee has been trained. Just as I am always learning as a leader, our employees should always be learning and growing individually. As a leader, I should always be focused on teaching and empowering other individuals and all too often this goal gets put aside due to other priorities. "Leaders as teachers help people restructure their views of reality to see beyond the superficial conditions and events into the underlying causes of problems - and therefore to see new possibilities for shaping the future" (Senge, 2006, p. 775). Engaging others in conflict, inviting them into the change process, listening, and overall focusing on the people and needs of those around me more often, will always be a priority for me. “Creating a climate in which people are fully engaged and feel in control of their own lives is at the heart of strengthening others” (Kouzes & Posner, 2012, p. 243). I scored the highest on the LPI in the category of Enabling Others to Act. My natural tendency is to work on my weaknesses, but I don’t want to lose sight of my strengths, which is why my goals are primarily geared toward this behavior.

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Since joining the ORGL program, my leadership beliefs have become more defined. I still lead by example and treat others the way I would want to be treated. However, I now do this on purpose and with thought. I regularly stop and think before acting in order to analyze the best way to handle the current situation. From little everyday occurrences, such as meeting with someone, to more complex issues such as how to revamp our hiring processes – my actions are more deliberate and thoughtful. The ORGL program has provided me with a plethora of readings and a panel of professionals to reference for guidance and the discussions have shaped my leadership beliefs and actions. Most of all, the program has reminded me of how important it is to continually learn and adapt to those around me and each unique situation.

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References

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Burnes, B.  (2006). Kurt Lewin and the Planned Approach to Change In J.V. Gallos (Ed.), Organization Development – a Jossey-Bass Reader (pp. 133-157). San Francisco, CA: Jossey-Bass

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Johnson, C. E. (2012). Organizational ethics: a practical approach (Second ed.). Los Angeles: SAGE.

 

Kouzes, J. M., & Posner, B. Z. (2012). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations Ed. 5 (5th ed.). Jossey Bass Inc.

 

Lederach, J. P. (2003). The little book of conflict transformation. Intercourse, PA: Good Books.

 

Raynolds, J., & Chatfield, R. (2007). Leadership the Outward Bound way: becoming a better leader in the workplace, in the wilderness, and in your community. Seattle: Mountaineers Books.

 

Senge, P. M. (2006). The Leader’s new work: Building learning organizations. In J.V. Gallos (Ed.) Organization development - a Jossey-Bass reader. (pp. 765-792). San Francisco, CA: Jossey-Bass.