Leadership lessons, connected with faith and wisdom.

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Complementary Contradictions (part 5): Zoom In and See the Trees

Sometimes, you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, these seeming contradictions are, in reality, complementary and, when used appropriately and in the right way, can work together to help you make better decisions. In this series of articles and podcast episodes, we are looking at different leadership ideas or principles that seem to contradict, are opposite, or at least differ from each other and pairing them up to see how they actually complement each other to make you a better leader. Last week, in part 4, we explored the idea that you need to be able to zoom out and see the forest, and this week, in part 5, the idea that you need to be able to zoom in and see the trees.

Last week, we pointed out that a good leader needs to be able to see the big picture. Like jigsaw puzzle pieces, each piece of the context, the environment, the organization, or the situation fits into a larger context, and you can best see how it fits when viewing the whole picture. In order to see the whole picture, you, as a leader, must be able to get on the balcony, zoom out, and get above the forest to be able to see clearly. Being able to do this will keep you from getting lost among the trees, and will provide the perspective necessary to implement changes and adjustments when you zoom back in.

Most of us probably remember doing “connect the dots” picture puzzles when we were young.  The page would have dots all over the paper, usually numbered in a sequence.  The task was to place your pencil tip (or crayon) on the first dot, draw a line to the second dot, then another line from the second dot to the third, and so on until all the dots were connected.  At that point a recognizable picture had emerged (at least, if you connected the right dots together, it did).  The reason they formed that picture was that they were not a random smattering of dots; rather, they were each specifically and intentionally a point on a bigger picture, and therefore, connecting those dots allowed the picture to take shape.

Astronomers do something similar by grouping stars together (constellations) and drawing imaginary lines between those stars in such a way as to form a picture or a symbol.  This makes it easier to identify and remember groupings and locations, relative to direction, season, and time.  The real significance of the picture is not the picture itself, but rather their arrangement, and the connectedness of the stars in that arrangement.  In other words, these specific stars appear in this particular place, in relation to each other, at this time of the night and year.  This knowledge is what was used by mariners of the past to navigate ships, providing a map in the sky for direction and location.

One of the skills that an effective leader learns to harness is connecting the dots.  Generally, a leader is responsible for providing and shaping vision, which requires the ability to see and communicate the big picture. Part of seeing the big picture includes seeing how various pieces fit together to form that picture.  It is an understanding that certain events, actions, and ideas are going to complement each other in a way that produces a positive impact.  Therefore, a good leader is able to identify those connections in order to harness their connectedness.  He also helps others to recognize those connections.  In an article originally published in the Harvard Business Review, Warren Bennis and Robert Thomas describe this as the importance of grasping context, saying, “The ability to grasp context implies an ability to weigh a welter of factors, ranging from how very different groups of people interpret a gesture to being able to put a situation in perspective. Without this, leaders are utterly lost, because they cannot connect with their constituents” (p. 112).

Rath and Conchie, in Strengths-Based Leadership (2008), also speak to this when they categorize 34 leadership strengths into four basic categories, and then identify one of those strengths as Connectedness.  They explain, “People strong in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and that almost every event has a reason” (p. 139). This involves helping people to see how various pieces are parts of a whole, or part of a bigger picture.  The person with this ability recognizes interrelatedness between events, people, or both. It is the ability to connect the dots and then help others see the connection.

This happens to be one of my strengths (it showed up as one of my top five when I took the StrengthsFinder profile).  Part of the reason stems from my faith in the sovereignty of God, which in turn leads to confidence that things don’t happen by chance. Part of the reason simply stems from an ability to recognize connections.  The realization of this emerged over time, and eventually, I understood that it was one of the things that made me more effective as a leader.  I could identify factors in the environment that were impacting outcomes, see how specific individuals were influencing culture, or spot the connection between seemingly unconnected events.  This, in turn, helped me to understand how to shape vision, make adjustments, or communicate information.

For example, when I began working in one school, I discovered that the students as a whole were performing poorly on standardized tests, like the SAT and the ACT.  As I reviewed the curriculum, I could also see that many of the classroom tests were focused on details and memorization but at the expense of critical thinking and interacting with ideas.  I also learned that most students did not take practice standardized tests (like the PSAT or PLAN) because it was voluntary, and so they had little familiarity with those tests.  Although those pieces were not the only reasons, I could see the connection between those factors and poor test scores.  My response was to create tests that improved critical thinking and reasoning, require all students to take the PSAT and PLAN, and create and institute a Test Prep course.  The result was a notable improvement in average scores.  But it began because I recognized the connections.

In two different organizations, I experienced an initial lack of trust and resistance to my efforts.  When I took the time to do some research and understand some of the history and culture, I learned in each place that the organization had been through a period of harshness, excessive control, and poor treatment of employees.  It was clear that there was a connection between their past experience and their responses to me.  An understanding of that connection helped me to determine my own actions and responses, enabling me to intentionally restore and rebuild trust.

More recently, connecting the dots of environmental factors led to changes that I implemented in the instructional process.  Over the last ten years, I could see that young people were being affected by technology.  The onsite of the Internet, with accessibility to information, social media, and electronic devices are all factors that combined to influence how children interact with the world around them.  Global communication became possible, making the world smaller.  Technology was incorporated into the workplace environment in many fields.  When I connected these dots, the conclusion was clear – digital integration needed to be part of the classroom.  As a result, I initiated a 1:1 program, one in which each student carried an electronic device into the classroom as an educational tool, and teachers incorporated the use of those devices in the learning process.

The lesson for you is this: you will be more effective if you can learn to connect the dots and see the trees.  Find the connections and use those connections to make decisions that will result in positive changes and improvements, decisions that will move you and the organization forward.  And here’s a tip: it’s easier to zoom in, see the trees, and make connections if you can zoom out, see the forest, and understand the big picture.

Bennis, W., & Thomas, R. (2011). “Crucibles of Leadership” in HBR’s 10 Must Reads on Leadership. Harvard Business Review Press: Boston, MA.

Rath, T., & Conchie, B. (2008). Strengths-Based Leadership: Great Leaders, Teams, and Why People Follow. Gallup Press: New York, NY.

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Podcast Episode 31 (part 4): Zoom Out and See the Forest

This week’s episode builds on Monday’s article, part four in the series titled “Complementary Contradictions.” Here is the transcript of the podcast.

There are times when you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, you may hear conflicting counsel that seems to be contradictory to each other, but which is actually complementary and, when used appropriately and in the right way, can work together to help you make better decisions. That’s what we are talking about in this series, in both the www.LeadershipEzra.com website articles and on the weekly podcast. We are looking at different leadership ideas or principles that seem to contradict, or at least differ from each other, and we are pairing them up to see how they actually complement each other to make you a better leader.  Today, in part 4, we explore the idea that you need to be able to zoom out and see the forest, and next week, the idea that you need to be able to zoom in and see the trees.

In the last two episodes, we talked about two complementary ideas: first, the idea that you see what you’re looking for and then, that you don’t see what you’re not looking for. The point we made was that, whether we realize it or not, we all develop perceptions of how we need to experience the world around us. Those perceptions tend to be based on either past experience or future expectation, or a combination of both.  We either have an experience, positive or negative, real or imagined, or we have a specific expectation that we are anticipating, and we then form a perception based on which we look for a certain outcome, and only see the things that confirm that outcome. Consciously or not, we decide what we are looking for, and only see what affirms or confirms what we expect to see.

At the same time, and although we believe we notice everything, especially if we are looking, we tend to miss a lot of what is right in front of us, primarily because we are not looking for that specific thing in that specific way. When I am looking to see or find something, without realizing it, I am expecting it to look a certain way or be in a certain place, so I then overlook it when it is not in that place, or it looks different than what I remember or expect. Because our tendency is to only see what we are looking for, it takes a conscious effort to see things that we are not looking for.

Now we are tackling another pair of ideas.

In my first experience as a head of school, I stepped into a situation in which the school had been struggling significantly. Enrollment had declined dramatically over the previous couple of years, the upper grades were meeting at a rented facility on the other side of town that was in terrible disrepair and not conducive to learning, the new building program was stalled, and there was not a clear and organized budget (the school was under the leadership of a church, and its budget was literally a single line in the church budget). I, however, was young and inexperienced.  So what did I do?  One of the first things I did was purchase 5” x 7” post-it notes. Then, I started writing down everything I could think of that I needed to know about, take care of, fix, protect, and do.  Everything I thought of, I wrote on a single Post-it note. I found a room with an empty wall and started sticking all of the Post-in notes on the wall.  After I had them all on the wall, I stepped back to the other side of the room and stared at the wall.  After staring at the notes for a while, I started sorting the notes that were there into related groups, and adding new notes of things I could see were missing.  I did this for about a week, and by the end of that time, I had begun to form a good picture of the puzzle I needed to put together to bring wellness, healing, and excellence to this school. Only then was I able to begin to zoom in on the smaller groups and individual pieces and get to work.

 You see, before I could create, inject, establish, repair, and restore all that I needed to do, I first needed to gain a big-picture understanding of what was in front of me. Similar to mapping out a trip, I needed to see the whole map, with the routes and stops and detours, so that I could plan the individual steps of the journey.  One of the downsides of modern vehicle GPS screens is that, in my personal opinion, you can readily see where you are, but not where you are trying to get to. It takes you there step by step, but you don’t see the whole picture along the way. In contrast, the exercise I went through in that first head-of-school role was intended to help me see the whole picture before I started on the journey.

In leadership, it is crucial that you take the time and effort to zoom out and see the big picture before you start your journey, and again periodically, or even frequently, along the way. You need to be able to step back, gather all the information that you can, and see the big picture, like the picture on a puzzle box that shows you the image you are trying to assemble before you put the individual puzzle pieces together. If you don’t do that, you end up with three issues:

  1. You don’t know where you are. Sure, you can see the spot you are standing in, but you only see where you are relative to yourself, not to the big picture.  In marine terms, that’s called dead reckoning.  It means you are trying to establish your position and direction based solely on where you think you are at the moment.  That will derail your plan if you are not where you think you are because you didn’t place yourself in the context of the whole picture.
  2. You don’t know where you are going. It only makes sense that if you can’t place yourself in the present, then you have no frame of reference to know the direction you are going in the future. You end up lost and wandering without a map.
  3. You will end up someplace else. This only makes sense.  If you don’t know where you are or where you are going, then eventually, you will end up somewhere, but you will have no idea where. Then you have an even greater mess because you now have to figure it where you ended up so that you can start over and try to get to where you need to.

The big picture today – pun intended – is that successful leadership requires taking the time to see and understand the big picture.  You need the vision and mission.  You need to know your intended outcome.  You need to survey the landscape.  You need to see the forest.  However you want to say it, you need to be able to get above the clouds and see the whole picture before you can drop back down to ground level and begin the process of directing, guiding, leading, and moving.

I just said GPS systems don’t show you the whole journey, only the steps along the way. Technically, you can see the whole route if you zoom the screen out, but if you do that, you can’t see the individual turns, stops, and steps. You can see one or the other, but not both at the same time. Therefore, you need to choose one or the other at any given time. Isn’t that the lesson of today’s topic? You can’t see the forest and the trees at the same time, so start by first zooming out to see the whole picture. Then you’ll be ready to zoom in, but that’s the topic for next time.

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Complementary Contradictions (part 4): Zoom Out and See the Forest

Sometimes, you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, these seeming contradictions are, in reality, complementary and, when used appropriately and in the right way, can work together to help you make better decisions. In this series of articles and podcast episodes, we are looking at different leadership ideas or principles that seem to contradict, are opposite, or at least differ from each other and pairing them up to see how they actually complement each other to make you a better leader. This week, we explore the idea that you need to be able to zoom out and see the forest, and next week, the idea that you need to be able to zoom in and see the trees.

I enjoy puzzles. I enjoy all kinds of puzzles – word puzzles, number puzzles, brain games, etc. – but in this instance, I am specifically referring to jigsaw puzzles, the ones that are pictures cut into hundreds of little pieces that need to be assembled. And I have a preferred method of assembly: first, turn all of the pieces face-up, setting aside those that have a straight edge (the outside frame); then assemble the outside frame; finally, begin to assemble the rest of the pieces, looking first for pieces that more obviously fit in the same section together. In the process of putting the puzzle together, however, one of the most important components is not the puzzle itself but rather the picture on the box.

It is the picture on the box that provides the perspective and the vision of what is being assembled. It provides a visual landscape that helps in determining the general context or place where an individual piece belongs. It’s a map that lets you see where you want to go. I once used the picture on the puzzle box to illustrate a lesson in a class I was teaching, by giving a puzzle to each of several small groups of people. Some of the groups had the puzzle box so they could see their picture, but some of the groups did not (and some had all the correct pieces, but some had the wrong pieces or were missing pieces; that served to make a different point). Part of the purpose of the lesson was to illustrate the importance of “the big picture,” or the master plan, for managing a process, a task, or life itself.

Bilbo Baggins in The Hobbit, by J. R. R. Tolkien, demonstrated the same concept when he and the company of dwarves were traveling through the Mirkwood Forest. As they traveled, the troupe lost sight of the path they needed to follow, became lost, and began to be disoriented. Eventually, Bilbo was sent to climb a tree in order to get above the canopy, and when he did, two things happened: his head cleared, and he could see where they were in relation to where they needed to go (in the movie, he could see the edge of the forest; in the book, he could only see more trees).

Heifetz & Laurie addressed that idea in a Harvard Business Review article, “The Work of Leadership” (2011).   In the article, they discussed the importance and challenge of adapting behaviors and changes in order to thrive in a new or different environment and specifically identified six principles for leading adaptive work. The first principle is labeled “Get on the Balcony,” which is explained as follows: “Get on the balcony. Don’t get swept up in the field of play. Instead, move back and forth between the ‘action’ and the ‘balcony.’ You’ll spot emerging patterns, such as power struggles or work avoidance. This high-level perspective helps you mobilize people to do adaptive work.” They go on to say that “business leaders have to be able to view patterns as if they were on a balcony. It does them no good to be swept up in the field of action.” The emphasis is on the importance of a leader being able to move between the balcony and the field of action, and the necessity of the balcony for providing perspective.

Collins & Hansen also addressed the idea in Great by Choice (2011), in a chapter that discusses identifying and responding to dangers and changes in the environment. Using the terms “zoom out” and “zoom in,” they point out that effective leaders, “when they sense danger, immediately zoom out to consider how quickly a threat is approaching and whether it calls for a change in plans. Then they zoom in, refocusing their energies into executing objectives.” The authors then describe the discipline required to “zoom out for fast yet rigorous decision making and zoom in for fast yet superb execution.” The discussion emphasizes the need for effective leaders to be able to step back and zoom out to the big picture in order to recognize and understand the changes and issues in the environment, which then makes them better able to zoom back in and focus on plans, objectives, and details.

The implication is simply this: a good leader needs to be able to see the big picture. Like puzzle pieces, each piece of the context, the environment, the organization, or the situation fits into a larger context, and you can best see how it fits when viewing the whole picture. In order to see the whole picture, you, as a leader, must be able to get on the balcony, zoom out, and get above the forest to be able to see clearly. Being able to do this will keep you from getting lost among the trees and will provide the perspective necessary to implement changes and adjustments. Zoom out, see the forest, and learn to see the big picture.

Collins, J., & Hansen, M. T. (2011). Great by Choice:  Uncertainty, Chaos, and Luck – Why Some Thrive Despite Them All. New York, NY: Harper Collins Publishers.

Heifetz, R. A., and Laurie, D. L. (2011). “The Work of Leadership,” in HBR’s 10 Must Reads on Leadership. Harvard Business Review Press: Boston, MA.

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Podcast Episode 30 (part 3): You Don’t See What You’re Not Looking For

This week’s episode builds on Monday’s article, part three in the series titled “Complementary Contradictions.” Here is the transcript of the podcast.

There are times when you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, you may hear conflicting counsel that seems to be contradictory to each other, but which is actually complementary and, when used appropriately and in the right way, can work together to help you make better decisions. That’s what we are going to be talking about in the next weeks, in both the www.LeadershipEzra.com website articles and on the weekly podcast. We will be looking at different leadership ideas or principles that seem to contradict, or at least differ from each other, and we are going to pair them up to see how they actually complement each other to make you a better leader.  Today, in part 2, we are discussing the second half of a pair, and will be talking about the idea of “You don’t see what you are not looking for”.

In the last episode, we talked about the idea that you see what you are looking for. The point we made was that, whether we realize it or not, we all develop perceptions of how we need to experience the world around us. Those perceptions tend to be based on either past experience or future expectations, or a combination of both.  We either have an experience, positive or negative, real or imagined, or we have a specific expectation that we are anticipating, and we then form a perception based on which we look for a certain outcome, and only see the things that confirm that outcome. Consciously or not, we decide what we are looking for, and only see what affirms or confirms what we expect to see.

In today’s episode, we are flipping the coin to the other side.  On the one side, we tend to see what we are looking for, but on the other side, we also tend to not see what we are not looking for.

Have you ever been looking for something in your refrigerator or medicine cabinet, and you can’t find it no matter how much you look, but then someone else grabs it right from under your nose? My wife needed to use some Vaseline, so I went to get it for her from the linen closet. I looked high and low but couldn’t find it. I went to the store, and when I found the Vaseline, all that I could see were (in my perspective) large containers. In my mind, I thought that it only came in smaller containers, but I didn’t see those there.  Wouldn’t you know, when I got home, I immediately found the Vaseline that we already had, in a larger container in the linen closet. I realized that I had looked right at it in the closet but hadn’t seen it because I was looking for something much smaller.  I didn’t see what I wasn’t looking for.

I’ve done the same thing countless times in the food pantry or in the refrigerator, looking for something with an unconscious image in my mind of what the thing looks like, and in these instances, instead of seeing what I was looking for, and because it’s what I was looking to see, I completely overlooked the thing that was right there in front of me. Once again, I didn’t see what I was not looking for.

Think about when there is a constant, repeating noise, like a ceiling fan or the humming of an air conditioner, that you tune out after a little while and don’t even notice that it is there anymore.  Your mind is focusing on other things, so it tunes those things out, and eventually, you don’t even realize that they are there.  That’s what is happening here.  It’s too overwhelming to see everything, so your brain filters out what is not necessary or relevant, and even though it’s there, you don’t see it. Therefore, if you have a picture in your mind of what you are focusing on, your brain filters out the other things. 

This idea applies to your leadership.  Whether it’s people or circumstances, it’s easy for us to miss something important because we are not looking for it.  It may be because we don’t want to see it, or because we are looking for something else, or because we are not paying attention. Regardless of the reason, we miss something important, and it results in a difficult challenge.  Once, when I was a new head of school in a new school, I was also serving as the student government advisor so that I could be connected to the student culture.  Based on my previous school experience, I had a great idea for a homecoming week activity, and I pushed the student leaders toward it.  In my mind, it was a great idea (it had worked great someplace else, so, of course it would here!), and I was only thinking about how good this would be for the students and expected them to respond that way. I didn’t even see that they were not receiving it well. It was later that their discontent with the idea – and with me – came out when someone else pointed it out to me. Because I didn’t see what I wasn’t looking for, I had a mess to clean up.

Do see how that happens? Or should I ask, do you not see how that happens because you weren’t looking for it? And just like the discussion last week of seeing what you look for, the struggle of not seeing what we are not looking for leaves me with a couple of thoughts:

1) Be self-aware.  Recognize how your own expectations and viewpoint can cause you to miss something important, and step back to make sure you are not allowing a “predetermined bias” to prevent you from seeing what you need to see.

2) Be intentional about gathering information and listening carefully before you decide what you are seeing or what you are looking for.  Otherwise, you won’t see what you are not looking for.

 The pair of principles we’ve discussed these two weeks go together:  You see what you’re looking for, and you don’t see what you’re not looking for.  With these two ideas working together, you can become much more careful and prudent about seeing what you need to see, which in turn will lead to better decisions and, therefore, better leadership.

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Complementary Contradictions (part 3): You Don’t See What You Are Not Looking For

Sometimes, you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, these seeming contradictions are, in reality, complementary and, when used appropriately and in the right way, can work together to help you make better decisions. In this series of articles and podcast episodes, we are looking at different leadership ideas or principles that seem to contradict, are opposite, or at least differ from each other and pairing them up to see how they actually complement each other to make you a better leader. Last week, we explored the idea that “You see what you are looking for,” and this week, the idea that  “You don’t see what you are not looking for.”

Have you ever spent hours looking for something that you lost, only to find it sometime later in an obvious and open place? I have, and it usually causes me to mutter something like, “I can’t believe I didn’t see it before, it was right in front of me!” Don’t those experiences make you wonder why you couldn’t see it in the first place? This tendency seems to reflect an idea referred to by Chabris and Simons in The Invisible Gorilla (2010) as “the illusion of attention.”

The illusion of attention is the idea that “we experience far less of our visual world than we think we do,” as Chabris and Simons state, so, “when people devote their attention to a particular area or aspect of their visual world, they tend not to notice unexpected objects, even when those unexpected objects are salient, potentially important, and appear right where they are looking.” They go on to explain that “we know how vividly we see some aspects of our world, but we are completely unaware of those aspects of our world that fall outside of that current focus of attention,”, and that “we are only aware of the unexpected objects we do notice, not the ones we have missed.”. What this all really means is that, although we believe we notice everything, especially if we are looking, we tend to miss a lot of what is right in front of us, primarily because we are not looking for that specific thing in that specific way. Therefore when I am looking for something that I have lost, without realizing it I am expecting it to look a certain way and be in a certain place, so I then overlook it when it is not in that place or it looks different than what I remember or expect; essentially, “your moment-to-moment expectations, more than the visual distinctiveness of the object, determine what you see – and what you miss.”.

The same illusion of attention takes place in the context and environment of an organization, and in ways beyond the noticing of specific physical objects. When leaders are analyzing the present culture of the organization, planning for the future, or trying to identify issues and opportunities, it can be very easy to look around or look ahead with an unconscious expectation of what you will see; the result is that you will likely see what you are looking for but will miss what you are not looking for, and not even realize it. There may be an opportunity to tap into someone’s strength or ability, there may be an idea or a new method developing in a department, or there may be a problem that needs to be addressed, but because you are not looking for it, you miss it. And when you miss it, you may lose an opportunity or create greater difficulty.

So how do you open your eyes to see more of what you might otherwise miss? I remember a number of years ago the popularity of 3D optical illusions (also called stereograms) – pictures that looked like flat geometric patterns, but when you stared into the picture and allowed your eyes to relax and un-focus, looking beyond the flat image, a 3-dimensional image would appear. There was more to the image than the first look revealed, but it required intentional effort and a different way of looking. In the same way, when you are leading an organization, there must be intentional effort to see, and to see beyond what is in front of you or what you are expecting to see. How do you do that?

  • First, recognize our tendency to not see what we are not looking for.
  • Then, remove any expectations of what you think you might see.
  • After that, you can work at zooming out and zooming in – trying to step back and take a wide-angle look at everything, then looking at more specific details, then stepping back for a wide-lens look again, and so on.
  • Finally, you can also try to look through different eyes, by trying to see through the approach or perspective of other people or other angles.

It’s fairly easy to miss things that you are not looking for.  I’ve done it when I was trying to introduce a new change that I assumed everyone would get behind, and because of what I was therefore expecting to see (their support), I only saw the examples of support and completely missed the grumbling from those who were resisting.  You could probably guess that this eventually created difficulty in the change implementation because I had failed to see it and address it early.  I looked, but I didn’t see because I was only looking for what I expected to see.  So, as Chabris and Simons said, “looking is not sufficient for seeing”; because our tendency is to only see what we are looking for, it takes a conscious effort to see things that you are not looking for.

Chabris, C., and Simons, D. (2010). The Invisible Gorilla: How Our Intuitions Deceive Us. MJF Books: New York, NY.

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Podcast Episode 29: Complementary Contradictions (part 2)

There are times when you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, you may hear conflicting counsel that seems to be contradictory to each other, but which is actually complementary and, when used appropriately and in the right way, can work together to help you make better decisions. That’s what we are going to be talking about in the next weeks, in both the www.LeadershipEzra.com website articles and on the weekly podcast. We will be looking at different leadership ideas or principles that seem to contradict, or at least differ from each other, and we are going to pair them up to see how they actually complement each other to make you a better leader.  Today, in part 2, we are discussing the first half of a pair, and will be talking about the idea of “You see what you are looking for”.

Whether we realize it or not, we all develop perceptions of how we need to experience the world around us. Those perceptions, it seems, are often based on either past experience or future expectation, or a combination of both.  We either have an experience, positive or negative, real or imagined, or we have a specific expectation that we are anticipating, and we then form a perception based on which we look for a certain outcome, and only see the things that confirm that outcome.

I once worked with a teacher who was a dynamic and engaging teacher, and students loved being in his classroom because of it.  However, despite his fantastic communication skills in the classroom (which he enjoyed), he struggled with the task of giving students feedback, especially in the form of analysis and grading of assignments that the students turned in.  He was an English teacher who, ironically, did not enjoy reading and writing responses to the students’ work.  As a result, and even though they enjoyed his teaching methods, they were getting increasingly frustrated with the lack of timely feedback, which they needed in order to make changes and improvements in what they were learning.  They began to complain to their parents, who then started to email him, and he was not consistent or timely in responding to those emails.  Perhaps because he didn’t enjoy conflict, perhaps because he knew where he was dropping the ball, and sometimes simply because the parents emailed using an incorrect email address.  Regardless, I began to hear that “Mr. Teacher never responds to my emails!” When I met with him to discuss this, he showed me copies of emails that he replied to in an effort to show me that, to say he never replied to emails was not true.  However, when I pressed, he had to admit that there were a number of parents to whom he had not replied or to whom he had taken a week or two to reply.  So I helped him see that he had created the perception that he did not answer emails by failing to do so consistently.  And now, because of that perception, he had a reputation as the teacher who never responded.

We talked for a while and put together a plan for him to change that perception.  It’s probably more accurate to say that I gave him a plan that I expected him to follow.  In essence, I told him that he needed to reply to every single email within the next 24-hour business day, without fail, for the next 9 weeks.  I believed that he could change that perception if he would prove to the parents with his actions that he was not the person, at least not anymore.  But I also told him that if he missed, even one time, then the parents would probably jump on it and tell me, “See, he never responds.” Why would they do that? Well, it’s because you tend to only see what you are looking for.

You see, the past experience of these parents had resulted in a future expectation of the teacher’s behavior.  Therefore, even if he did do what he was supposed to do most of the time, they would likely only notice the times he missed.  They formed the idea that he did not give feedback to their kids, and he did not communicate to parents, and any time he failed to respond to a parent therefore affirmed what they believed to be true.  Even if it largely became untrue with changes in his behavior, they were still looking for him to not respond based on their past experience, so they would only see the times he lived up – or down – to that expectation.

We need to recognize that this is a part of our human behavior. Whether in positive ways or in negative ways, we look for what we expect to see.  If there is something you regularly do in your leadership that people value, even if you don’t do it all the time, they will see it when you do because that’s what they are looking for.  The same is true for the opposite – if you do something enough times that frustrates people (and sometimes it only takes a couple of times), they will form the perception that that’s what you do, then they all see the times you do those things. 

Where does this leave you?  With two important thoughts:

  1. Be self-aware.  Recognize that you will do this just as much as anyone else, and check yourself to make sure you are seeing things in truth.
  2. Be intentional about cultivating and protecting the reputation of your character.  If you want people to see you as a leader of integrity, make sure they see it consistently so that they will give you grace with your mistakes, because they know that’s not what they would normally see.  They will only see (and remember) what they are looking for. 
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Complementary Contradictions (part 2): You See What You Are Looking For

Sometimes, you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, these seeming contradictions are, in reality, complementary and, when used appropriately and in the right way, can work together to help you make better decisions. In this series of articles and podcast episodes, we are looking at different leadership ideas or principles that seem to contradict, are opposite, or at least differ from each other and pairing them up to see how they actually complement each other to make you a better leader. This week, we will explore the idea that “You see what you are looking for,” and next week, “You don’t see what you are not looking for.”

You have probably heard as often as I have that “perception is reality,” but the problem of perception is that you tend to see what you are looking for, whether it is there or not.

Here’s what happens: a person will form a perception about someone or something (usually based on an experience), and then will only see those things that reinforce that perception, therefore confirming its truth to that person. For example, if I have had an experience of clumsily stubbing my toe, I might begin to form the perception that I am not graceful. I might then walk around my house for two weeks without stubbing my toe, but the next time I do stub my toe, I will say to myself, “See, look how ungraceful you are.” Rather than giving credit to how rarely I do it, I see the occasional time that I do, and see it as a confirmation of my clumsiness.

This happens all the time in organizations. Someone has a bad customer service experience, an unmet (or unrealistic) expectation, or has misinterpreted something due to misinformation or lack of context, and then they form a perception about you or about the organization. From that point forward, they tend to only notice those things that reinforce that perception.   So if they have formed a perception that you don’t care about your constituents, you may be demonstrating care frequently, but the next time you ignore their needs or don’t act helpful (whether unintentional or not), they see that as confirmation and reinforcement of their perception. Once that perception is in place, they will interpret everything through that lens. They will only see what they expect to see, or what they are looking for.

As a school administrator, I have had several instances of a teacher being perceived as a poor communicator. In most of those circumstances, it began with the unintentional failure of the teacher to respond to a parent’s email. In some cases, that parent’s email was flagged as spam, but more frequently, the parent had misspelled the teacher’s email address, so the email was never received. Because there was no response, the parent began to believe the teacher did not communicate well with parents, and any email after that that did not receive a response reinforced that belief, and the parent began to spread that view among other parents. At that point, if the teacher answered a hundred emails and missed one, the one miss would reinforce the perception that had been formed. Once the issue came to light, it usually was a difficult process to correct that perception.

This can be frustrating, especially if you know the perception is wrong, and it can be very challenging and difficult to change. So what do you do when this happens? There are four practical steps you can take:

  1. Look for the truth in the perception. There was most likely some event or circumstance that initially prompted this perception. It may have been no fault of your own, or you may have simply messed up. Regardless, look for the mistake that has been made that needs to be corrected, whether it was a one-time event or an ongoing problem.
  2. Re-set. Address the cause of perception and take any necessary steps to correct what needs to be corrected. Communicate what you are doing to those who have been affected so that they can have an adjusted view (but also remember, they will likely be hesitant to believe any different until you prove otherwise).
  3. Over-compensate. For a period of time, you will need to go overboard to counter the perception. People will be watching closely to see if their perception is valid or not, so you will be under scrutiny. This is going to be challenging and requires work, but it must be done until expectations have been properly re-aligned.
  4. Create a new expectation. With the expectations appropriately established, now you can communicate the new (and realistic) expectations. If you have proven that you can be trusted, and have set realistic expectations that can be met, then you will start a new cycle of validating the new and positive perceptions.

Remember that we can be just as guilty of this perception error as anyone else; therefore, it is important that we become self-aware of this problem of perception in ourselves. Check yourself to make sure that you are seeing things correctly and that you are not letting a single experience, misinformation, or incomplete information become the filter through which you are viewing everything. To change those perceptions requires intentional work because remember, it is our tendency to see only what we are looking for.

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Podcast Episode 28: Complementary Contradictions, pt. 1

This week’s episode builds on Monday’s article, part one in the series titled “Complementary Contradictions.” Here is the transcript of the podcast.

There are times when you get conflicting words of advice, one which is good and the other which is not, and it requires discernment to determine which is the right advice to follow. But often, you may hear conflicting counsel that seems to be contradictory to each other, but which is actually complementary and, when used appropriately and in the right way, can work together to help you make better decisions. It may be because they are two sides of the same coin, both of which are true depending on where or how you approach the situation. It may be because they are opposite but equally valid ideas that are intended to be applied in different circumstances. Or it may even be because they are parallel ideas that are intended to be used in unison. Regardless, they can be paired together, and both can be used in different ways, at different times, or side by side.

That’s what we are talking about in this series, in both the website articles and on the weekly podcast. We are looking at different leadership ideas or principles that seem to contradict, or at least differ from each other, and we are pairing them up to see how they actually complement each other, using them both to make you a better leader.

Today, in part 1, we are starting by introducing the overarching concept for the series.

Early in my leadership experience, it was emphasized to me that I needed to know my weaknesses so that I could work on them and develop them into strengths in order to become an effective leader. I wanted to lead well, so I set about trying to do just that.  However, I did not consider my personal nature and how that affected my leadership style.  You see, I am a very analytical introvert.  That means that I take time to think about things first. In fact, my first response is not going to be as good as my later response, so I would keep my first response to myself until after I had taken time to process my thoughts.  I did not want to assert myself aggressively into settings or conversations.  I did not enjoy conflict.  I liked to ensure an orderly process and procedure that made sense, and could be more focused on the procedure than on the people involved in the process.  The challenge this created for me was that I began trying to be someone I was not, rather than trying to learn to lead well according to my giftedness.  And therefore, I was becoming miserable.  Then I read a book that seemed to give the opposite advice.  The premise was that I needed to know my strengths and weaknesses so that I could focus on working within my strengths while letting other people whose strengths offset my weaknesses work within their strengths.  The end result would be that all the gaps would be filled, and I would be doing only what I did well.  I dove into this, in part because it let off the hook of improving things that I struggled with. The challenge that this new – and opposite – perspective created for me was that there were things I needed to take the lead on and address, even though they were hard for me, but I was leaving them for someone else which then was calling my leadership effectiveness into question.

So, after first trying to focus only on my weaknesses, which made me miserable, and then trying to focus only on my strengths, which made me ignore things I needed to address, I finally figured out that there was truth in both approaches and that they actually needed to be used together. I figured out that they were complementary contradictions. Yes, I need to emphasize my strengths to my advantage while also using the strengths of the team around me to offset my weaknesses, but I also need to grow as a leader by learning how to strengthen the areas in which I struggled, and still be myself.  For example, when I started as the head of school at a new school, I knew that my introversion made it hard for me to be gregarious at public events, like concerts and football games, and that I am not someone who can “work the crowd.” But at the same time, I knew that it was important to connect with people and that I am good at engaging with people one-on-one.  So, I would go to events and stand where people would pass by me and let opportunities for face-to-face conversations happen organically.  In doing that, I connected on a personal level with a lot of people, without having to do so in an extroverted manner that didn’t match my strengths.

The truth is, those two different approaches to leadership both had elements of truth.  On the one hand, when working with a team, it is important to have a variety of strengths within the team that work together well while filling in gaps.  But on the other hand, sometimes the team is not there (or the work you are doing is by yourself), and you don’t have that luxury, so you have to become competent at the things that are more difficult for you to do.  Or, on the one hand, It is important for you to focus on strengths so that they become even better, because a lack of exercise in those areas will lead to diminished strength.  But on the other hand, at the same time, you still need to identify the things that are challenging for you just because they are not in your wheelhouse or not things you enjoy, and work to strengthen those to a greater level of ability so that you can do them when necessary.  Failing to do that will likely cause important things to be neglected, which will have consequences.

This all serves as an example of the point we are making in this series that there are leadership principles and practices that may seem to be contradictory to each other, but which are  actually both true, depending on the need or the circumstance.  Before you choose one or the other, perhaps you should first think about the valuable lessons found in both and figure out how to apply them cooperatively. 

Coming back full circle, that’s what we will be doing in the next few weeks. One week, we’ll talk about “When a plan comes together,” and the next week, we’ll talk about “When a plan falls apart.” Or, one week, we’ll talk about “Do what works,” and the next week, we’ll talk about “If it doesn’t work, do something different.” You get the picture. We will be identifying and discussing complementary contradictions as pairs of principles that play well together so that you can become a better leader by incorporating both pieces of advice, not just one or the other.  

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Without Compromise, pt. 9: A Quick Review

When I started a personal Bible study on the book of Ezra several years ago, I wasn’t expecting that I would turn my own study notes into a book about leadership, but that’s what happened (Leadership Ezra, available on Amazon).  When that was done, I started a study of Daniel, and never made it past the first chapter before organizing my personal notes into a series of valuable lessons to share with students.  As time has gone on, God seems to be prompting me to do more with it, so I have begun the process of turning my notes into short articles, that will then become the basis for chapters in a book (current working title: “Without Compromise: Leading with integrity in the face of pressure”). 

The underlying basis of the story is this:  In the time and world of Daniel, Israel and the capital city of Jerusalem were invaded and captured.  In that process, the most gifted and talented young men were given a “scholarship” [albeit, against their will] to attend the most elite private school in the known world, one designed to prepare leaders & experts (Daniel 1:3).  Upon graduation, Daniel and his friends were at the top of the class and were hired into executive leadership positions right out of school (Daniel 1:17-20).  But here’s an incredibly significant observation: In between . . . they refused to compromise their faith, values, and integrity.  

How did they do it? We have talked about a number of lessons in the last couple of months. You may find different lessons that are valuable for your own leadership, but I see at least these:

  • The Foundational Lesson: What you believe and how you live go together.  Know what you believe and why it matters; just as importantly, your actions must match your beliefs.
  • The Lesson of Circumstances: In all circumstances, God has an intentional purpose for your life; you often have no choice over the circumstances, but you do get to choose your response, your trust, and your obedience.
  • The Lesson of Ability:  God has gifted you with talents and abilities that are unique to you, and He wants to (and can) use them for His purpose.
  • The Lesson of Wisdom:  The importance of intentionally pursuing knowledge (grasp of accurate information), understanding (knowing why it matters), and wisdom (knowing how to apply it godliness and life-decisions).
  • The Lesson of Integrity:  The importance of consistently matching your behavior (conduct) with your beliefs (convictions), with the refusal to compromise regardless of the pressure (while balancing truth with love).
  • The Lesson of Relationship:  Relationships matter, and they open the door to impact.  Seek and build positive relationships among believers, and be gentle, loving, compassionate, and considerate to all.
  • The Lesson of Outcomes:  God is involved and active in your life, even in the midst of trials and challenges. Learn to see and trust His hand in the process and in the outcome.  Be intentional about maintaining a community of believers to walk through life with you.
  • The Lesson of Purpose:  You have a part and a purpose in God’s story.  See your life experiences through that lens, and find where your identity and abilities align with the opportunities God places in front of you.

Remember that the intent of this was to learn from Daniel how to keep ourselves from compromising our faith when we face the pressure to do so.  The starting point of the eight lessons is recognizing the importance of aligning beliefs and behavior, or convictions and conduct.  The basis of all the other elements is knowing what you believe and ensuring that your words and your actions reflect it.  If these things don’t match: 1) you will be labeled as a hypocrite; 2) people won’t believe you and therefore won’t follow you; and 3) you won’t have the internal strength to keep from compromising.  My challenge and encouragement to you is to resolve this first, then review the other principles and lessons to apply them in your own life.

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Leadership Ezra = Resources to help you connect your faith to your leadership

I am a connect-the-dots kind of person. Therefore, one of the ways God has taught and grown me is by helping me connect the dots between scriptural truth and life application.   That’s the basis of these “Leadership Ezra” resources – a book, a website, and a podcast – that are now available to help you grow in leadership from a biblical foundation.  

The book, Leadership Ezra (order your copy on Amazon), is all about connecting the dots between Scriptural truth and life application, specifically within the realm of leadership, using a story in the Bible to do so.  In this case, the story is actually the story contained in the book of Ezra, a book comprised of two different journeys of return for the people of God.  The experiences in this book demonstrate and illustrate lessons that can then be applied to your practice of leadership today.

The website, www.LeadershipEzra.com, is intended to be a resource to help leaders with this same connection, again providing principles and practices that connect biblical truth with wisdom and applying it to the practice of leadership. If you are new to leadership, if you are struggling in your leadership, or if you simply want to learn more and grow in your leadership, here you will find counsel and insight to help you be more equipped to lead and to do it in a godly way.  The goal is to help you lead like Ezra:  know God deeply, live by His Word, and apply that wisdom in your leadership of others.

The podcast, also called “Leadership Ezra” and available on Apple Podcasts, is likewise all about connecting biblical truth with wisdom for the practice of leadership.  These are short 5-10 minute episodes that share an illustration and provide some explanation and application of topics from the website. The episodes are helpful handles to understand and remember key ideas.

These three resources work together to connect three dots: “Faith…Wisdom…Leadership.” Aimed at Christians in leadership, including those who are leading in Christian schools and ministries, my purpose is to connect these dots so that I can help people lead well. 

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