Last night as I was falling asleep it dawned on me that while I preach of leaving a legacy to the college student I works with I haven't quite framed that notion in to something digestible for them. So here it is: leadership positions are leased space. You sign up for whatever reason. Maybe this specific student-leader position was more appealing because it allowed you to focus on event planning or maybe you signed up because this other position focused on the fun things. You leased that space because it was great for entertaining or it allowed you to retreat on focus on details like studying. Whatever the reasons you were attracted to the position and that space.
Also, much like a lease on a space, you will not serve in your leadership position forever. You take on the responsibilities with an already defined end in sight. Sure we may re-sign a lease from one year to the next and you may stay in that leadership role for additional time past your original agreement. But the experiences you have from lease term to lease term are usually vastly different than anything else you've experienced. You'll have cycles in both your leadership role and also that lease. You know that every year you'll go through a Greek recruitment process or that you'll participate in a club fair. You know that every winter or summer (depending on which is more extreme) your electric bill will increase.
What if I told you though, that before you leased that space the person who held your leadership position (or the person you leased your apartment) could provide you with a list of helpful tips? They would tell you that you needed to jiggle the toilet handle to keep the water from running or that the back burner on the stove heats up more than the other. They would give you pointers for working with your next organization advisor or tip you off to the most cost-effective vendors for events. Would you be more likely to learn from the tenant or leader before you?
Wouldn't you want to pass the same information along to the next leader? To the next renter in that leased space?
Think about what you would say to the person next in line. Write it down. Discuss it with them when the time is right. Be intentional in that message and help your organization grow. Since we are only temporary placeholders in something bigger than ourselves it becomes our duty to, "leave it better than we found it."
Wednesday, August 8, 2012
Tuesday, July 31, 2012
Strengthsfinder Training
Today I participated in some professional development that centered around Strengths Quest- a type indicator that identifies behavioral strengths. This type indicator has moved past the point of supplying us with the latest business-fad to cementing itself a one of the most commonly used team builders in the country. With good reason. The test highlights major themes that serve as strengths for each of us. So naturally, being the self-concerned human beings that we have evolved in to, we respond to learning about what we do well and how we can maximize on those strengths to improve final results, enhance communication and ultimately find a lens to view one another with that accomplishes a greater and more worthwhile sense of teamwork.
I found this particular tool to be quite useful and more indicative of who I am and how I relate to people, versus say a career assessment or a personality type indicator. I think the SF hits at the root of something more practical in naming the behavioral themes that are most prevalent for you. Immediately during the session today I began to think about how I could use this particular tool with the students I advise, the advisory council I oversee and how I could adapt the lessons for college student-leaders specifically. The fact that I was trailing off ad already mentally connecting how I would apply this elsewhere is entirely rooted in my own personal top 5 themes: individualization, learner, relator, input and achiever.
Also during the session we were given four leadership competency groups that the themes fall in to. I began to draw parallels with these competences and main ideas that Malcom Gladwell writes about in his book 'The Tipping Point.' Gladwell highlights how social phenomenon takes flight through mavens, salesmen and connectors. The message getting to the right people at the time can create a type of wildfire. The message can spread rapidly. In the past year, I have tailored this idea to working with student groups. Using the law of mavens, connectors an salesmen, student-leaders can identify whom will carry the group's message of goals/intended outcomes at the on-set of the new term for those student-leaders.
In a way, this identification process is similar to the SF but instead of an introspective identification of one's strengths the process to name those strength themes has been undertaken by peers. The lens then cannot be a self-reporting one. So the question I am pondering is this.... How closely aligned do our peers' lenses exist with our own? Is it possible that what I perceive about myself is what my friends, teammates and co-workers also perceive? What instruments or literature exists to bring these two points of view to an intersection?
I found this particular tool to be quite useful and more indicative of who I am and how I relate to people, versus say a career assessment or a personality type indicator. I think the SF hits at the root of something more practical in naming the behavioral themes that are most prevalent for you. Immediately during the session today I began to think about how I could use this particular tool with the students I advise, the advisory council I oversee and how I could adapt the lessons for college student-leaders specifically. The fact that I was trailing off ad already mentally connecting how I would apply this elsewhere is entirely rooted in my own personal top 5 themes: individualization, learner, relator, input and achiever.
Also during the session we were given four leadership competency groups that the themes fall in to. I began to draw parallels with these competences and main ideas that Malcom Gladwell writes about in his book 'The Tipping Point.' Gladwell highlights how social phenomenon takes flight through mavens, salesmen and connectors. The message getting to the right people at the time can create a type of wildfire. The message can spread rapidly. In the past year, I have tailored this idea to working with student groups. Using the law of mavens, connectors an salesmen, student-leaders can identify whom will carry the group's message of goals/intended outcomes at the on-set of the new term for those student-leaders.
In a way, this identification process is similar to the SF but instead of an introspective identification of one's strengths the process to name those strength themes has been undertaken by peers. The lens then cannot be a self-reporting one. So the question I am pondering is this.... How closely aligned do our peers' lenses exist with our own? Is it possible that what I perceive about myself is what my friends, teammates and co-workers also perceive? What instruments or literature exists to bring these two points of view to an intersection?
Friday, June 22, 2012
I am a Pusher
No, not the kind that Lindsey Lohan incriminates Tina Fey to be in "Mean Girls," but instead the kind of Student Affairs Professional who believes that education is happening outside of the classroom. I passionately believe it is my duty to push students to critically think, question a problem from multiple angles and weigh solutions and consequences, good or bad, to the point that they are able to make an informed decision or present themselves professionally and articulately.
The article posted below certainly puts the mirror in an uncomfortable place. If students fail, it is ultimately, our fault. "In loco parentis," is not something of bygone days in higher education. If we admit a student in to our community they become our responsibility, our pride, and sometimes our problem. It is our duty as educators to coach them, guide them, mentor them, teach them, nuture them, discipline them, at times love them... in short, we act in lieu of a parent. So if we realize that we have failed them on some level - whether it be they do not have the skillset to write on a collegiate level or that they lack the ability to operate within a set of rules - how do we rectify the failure? Is there any possibility that we can? Or is it simply easier to hope that putting in the extra work on the front end will translate in to the possibility that we have not failed them? Is it more important to stay the extra 15 minutes after work or read a cover letter on a Sunday morning?
My answer is yes, to all of the above.
The article referred to: http://chronicle.com/article/Exam-DooziesDoubts/132255/?cid=at&utm_source=at&utm_medium=en
The article posted below certainly puts the mirror in an uncomfortable place. If students fail, it is ultimately, our fault. "In loco parentis," is not something of bygone days in higher education. If we admit a student in to our community they become our responsibility, our pride, and sometimes our problem. It is our duty as educators to coach them, guide them, mentor them, teach them, nuture them, discipline them, at times love them... in short, we act in lieu of a parent. So if we realize that we have failed them on some level - whether it be they do not have the skillset to write on a collegiate level or that they lack the ability to operate within a set of rules - how do we rectify the failure? Is there any possibility that we can? Or is it simply easier to hope that putting in the extra work on the front end will translate in to the possibility that we have not failed them? Is it more important to stay the extra 15 minutes after work or read a cover letter on a Sunday morning?
My answer is yes, to all of the above.
The article referred to: http://chronicle.com/article/Exam-DooziesDoubts/132255/?cid=at&utm_source=at&utm_medium=en
Friday, June 15, 2012
Hiatus
It's been at least a year since I dusted this blog off and contributed to the written word. So here goes.
A little update:
No longer working at the community college - have been at Tulane University since January '12. Serving as an Academic Coordinator (Advisor) for undergraduate business students. The main difference between student populations is education. At the community college, students had a lack of education and thus, were forced to rely on you as a resource and to truly guide them. At the private university, students have the education but have no ability to think critically and thus, rely on you to think for them at times. It's very much the same and very much the opposite all in one breath. Interesting and challenging all at once.
Also, I am continuing to serve my Fraternity as a Chapter Adviser. What a tremendous blessing/opportunity this has been. I often reference that Phi Mu has been exactly where I needed them and exactly when I needed them, at various stages of my life. The death of my grandfather revealed a very generous sisterhood whom raised the cost of my plane ticket home within 30 minutes of discovering my loss. When I felt unsure of the professional decisions I had made for my career and life, when I felt that I was wandering through my existence without purpose, the opportunity to serve presented itself in the form of the Chapter Adviser role. For these reasons, and many others, I feel forever indebted to my Fraternity and her members. While I operate 9 to 5 doing something that I'm skilled at, it is after hours that I do something I love... work to develop young student leaders.
In the process of all the professional changes and also the volunteering with Phi Mu, I have begun to search for the PhD program/next step. A trip in February to California was not only a great trip and wonderful way to spend a week but also afforded me the opportunity to interact with faculty and at the University of San Diego and Stanford. Each program has it's benefits and unique attributes. The program that I feel fits me best is at USD. However, fate will make a lot of those decisions for me. Financing, job placement, acceptance, etc. For now though, the visits were enough to feed the hunger I have to return to the classroom.
Something that recently caught my eye was the video below. I was browsing TED talks while doing some research earlier this week and stumbled upon this gem. I am constantly looking for ways to boil down a message in to digestible chunks for college students. This was a perfect appetizer to begin a conversation/continue one.
The thought that it takes the first follower to truly create buy-in is not a new concept. But the notion that the followers ignite one another is something worthy of study- followership is catching hold as a source of research in the field but not enough is complete yet.
A little update:
No longer working at the community college - have been at Tulane University since January '12. Serving as an Academic Coordinator (Advisor) for undergraduate business students. The main difference between student populations is education. At the community college, students had a lack of education and thus, were forced to rely on you as a resource and to truly guide them. At the private university, students have the education but have no ability to think critically and thus, rely on you to think for them at times. It's very much the same and very much the opposite all in one breath. Interesting and challenging all at once.
Also, I am continuing to serve my Fraternity as a Chapter Adviser. What a tremendous blessing/opportunity this has been. I often reference that Phi Mu has been exactly where I needed them and exactly when I needed them, at various stages of my life. The death of my grandfather revealed a very generous sisterhood whom raised the cost of my plane ticket home within 30 minutes of discovering my loss. When I felt unsure of the professional decisions I had made for my career and life, when I felt that I was wandering through my existence without purpose, the opportunity to serve presented itself in the form of the Chapter Adviser role. For these reasons, and many others, I feel forever indebted to my Fraternity and her members. While I operate 9 to 5 doing something that I'm skilled at, it is after hours that I do something I love... work to develop young student leaders.
In the process of all the professional changes and also the volunteering with Phi Mu, I have begun to search for the PhD program/next step. A trip in February to California was not only a great trip and wonderful way to spend a week but also afforded me the opportunity to interact with faculty and at the University of San Diego and Stanford. Each program has it's benefits and unique attributes. The program that I feel fits me best is at USD. However, fate will make a lot of those decisions for me. Financing, job placement, acceptance, etc. For now though, the visits were enough to feed the hunger I have to return to the classroom.
Something that recently caught my eye was the video below. I was browsing TED talks while doing some research earlier this week and stumbled upon this gem. I am constantly looking for ways to boil down a message in to digestible chunks for college students. This was a perfect appetizer to begin a conversation/continue one.
The thought that it takes the first follower to truly create buy-in is not a new concept. But the notion that the followers ignite one another is something worthy of study- followership is catching hold as a source of research in the field but not enough is complete yet.
Monday, July 25, 2011
Fantasy Football and Organizational Dynamics
Two things:
1. I am finally taking the plunge to participate in a Fantasy Football league! Woot! Thank you to the NFL for actually having a season and thank you to the people at work for letting me participate and probably kick your behinds :)
I feel confident that I have decided on good draft picks, back-ups for those picks, and even more back-ups for those picks as well. 45 days until the season officially opens - Saints v. Packers.
2. Currently, I am working on reading "The Fifth Discipline" by Peter Senge. Today, I came across what I believe to be a powerful teaching tool. In Senge's book he mentions that during a presentation he attended he came upon the "left side of the list." Creating a conversation/script (as real as possible/possibly from a previous experience) to highlight a conflict and how you interacted in the conflict is step one. Then, for step two, you fill out the left side of the page with exactly what you were thinking/would be thinking. The purpose of the exercise is to highlight how quickly we jump from being a part of a conversation to having our own conversation that is not aligned with where our brain is supposed to be. We jump to conclusions. We make assumptions. We hide the truth of what we are assuming or thinking, often to the detriment of our relationship with whomever this conversation/conflict is taking place. How interesting of a concept.
I wonder how helpful this would be with student-groups. Taking the format of the exercise and applying it to how they are interacting with one another... and using the exercise to confront them about tone, perception and conflict resolution. Could it be a tool to help them learn to communicate with one another more effectively, more efficiently?
1. I am finally taking the plunge to participate in a Fantasy Football league! Woot! Thank you to the NFL for actually having a season and thank you to the people at work for letting me participate and probably kick your behinds :)
I feel confident that I have decided on good draft picks, back-ups for those picks, and even more back-ups for those picks as well. 45 days until the season officially opens - Saints v. Packers.
2. Currently, I am working on reading "The Fifth Discipline" by Peter Senge. Today, I came across what I believe to be a powerful teaching tool. In Senge's book he mentions that during a presentation he attended he came upon the "left side of the list." Creating a conversation/script (as real as possible/possibly from a previous experience) to highlight a conflict and how you interacted in the conflict is step one. Then, for step two, you fill out the left side of the page with exactly what you were thinking/would be thinking. The purpose of the exercise is to highlight how quickly we jump from being a part of a conversation to having our own conversation that is not aligned with where our brain is supposed to be. We jump to conclusions. We make assumptions. We hide the truth of what we are assuming or thinking, often to the detriment of our relationship with whomever this conversation/conflict is taking place. How interesting of a concept.
I wonder how helpful this would be with student-groups. Taking the format of the exercise and applying it to how they are interacting with one another... and using the exercise to confront them about tone, perception and conflict resolution. Could it be a tool to help them learn to communicate with one another more effectively, more efficiently?
Monday, August 2, 2010
Tootin' my Own Horn
This was a response I posted on another blogger's site. He wrote an op-ed about how ESPN is a self-aggrandizing jam.
My response:
Let's be honest with ourselves for a moment.... shall we? ESPN is what the other half of the world follows, aside from day-time soaps. As I age, I hope that my viewership of ESPN will become "my stories." You know, "grandkid, hush your sweet little voice. Granny needs you to turn up those nice young guys on PTI." ESPN is absolutely, one hundred percent, self-indulgent. I have to bribe the other couch owner in my household to sit through it at times. Sure ESPN is flashy and cheeky (and as aforementioned, over-inflated) but WE LOVE IT, CAN'T GET ENOUGH and occasionally come out with real news.
Americans don't want to hear about cricket scores or Japanese soccer leagues - that's what strange concoctions of cable/satellite packages are for. Americans want to hear about American sports. So what do we fill the gaps with? What could we possibly do between closed out innings, championships to pre-seasons (nod to the Saints), slams and tourneys? Wish and pray and hope for overtimes (nod to the Syracuse squad 2009)?
We do all of the above yet we are not fulfilled. Scene 2, enter ESPN. Like the uncle totally full of himself between the turkey dinner and the left-over hoagie, relaying some bull-sh*t story of his latest escapades, we turn to ESPN. We turn to ESPN for the story-lines. We flip to ESPN for something to talk about at the water-cooler. Most importantly we turn to ESPN to satisfy our need in the downtime. So, thank you ESPN. Thank you for keeping my stories alive.
My response:
Let's be honest with ourselves for a moment.... shall we? ESPN is what the other half of the world follows, aside from day-time soaps. As I age, I hope that my viewership of ESPN will become "my stories." You know, "grandkid, hush your sweet little voice. Granny needs you to turn up those nice young guys on PTI." ESPN is absolutely, one hundred percent, self-indulgent. I have to bribe the other couch owner in my household to sit through it at times. Sure ESPN is flashy and cheeky (and as aforementioned, over-inflated) but WE LOVE IT, CAN'T GET ENOUGH and occasionally come out with real news.
Americans don't want to hear about cricket scores or Japanese soccer leagues - that's what strange concoctions of cable/satellite packages are for. Americans want to hear about American sports. So what do we fill the gaps with? What could we possibly do between closed out innings, championships to pre-seasons (nod to the Saints), slams and tourneys? Wish and pray and hope for overtimes (nod to the Syracuse squad 2009)?
We do all of the above yet we are not fulfilled. Scene 2, enter ESPN. Like the uncle totally full of himself between the turkey dinner and the left-over hoagie, relaying some bull-sh*t story of his latest escapades, we turn to ESPN. We turn to ESPN for the story-lines. We flip to ESPN for something to talk about at the water-cooler. Most importantly we turn to ESPN to satisfy our need in the downtime. So, thank you ESPN. Thank you for keeping my stories alive.
Haynesworth and Hurston
First I need to rip on a "member" of the Washington Redskins - and I'm calling him a "member" since it seems he doesn't care to belong... How much did you get paid to simply stay fit? What the hell did you do in the off-season that inhibits you from doing a few minor sprints? You didn't star in your own reality show - unless losing weight was part of the character development of the new and improved Haynesworth.
So really? Is there a reason that a guy who cashed a bonus check for $21 million a few months ago can't meet the standards for a LINEBACKER? I know your job is to hit people and use your weight to hold the line, but c'mon 92! If I were to cash a check for a cool $21 million I would damn near do as many sit-ups, bicep curls or 2 hour intervals on an elliptical, as Jillian Michaels yelled at me to do. So Jillian, if you're listening - I'm game for $21 million (o.b.o).
Now to Hurston... Zora Neale Hurston that is. In the start-up of 2010 I resolved to read 30 books in 2010. Among the books I have read: Overacheivers by Alexandra Robbins, the entire Harry Potter series by JK Rowling (actually re-read these to gear up for the next cinematic release), the Crucibles of Leadership and the 21 Irrefutable Laws of Leadership. After I wrapped up Harry Potter and the Deathly Hallows I decided that while I indulge in leadership texts I should also become a more well read "classics" gal. So the first of the classics that I have picked up is Their Eyes were Watching God by Zora Neale Hurston.
I am having the most difficult time following the story of this book. I feel like I need to be reading it in a class and that I need some sort of discussion group to help me digest the dialogue. It is truly reading and interpreting another language. I am attempting to get into the story of a strong independent woman (I assume that the lead will start to trek this path) and reading diligently to appreciate this book as an American literary treasure. So far I have gotten more out of reading the time-line of Hurston's life located in the back of the book. If anyone out there can possibly shoot me a hint as to what I am supposed to find in this book, I would greatly appreciate it.
Maybe I am not meant to read fiction. Hopefully, the books you find listed on my new "must read" list offer up a little more at the fiction table. A few of these I read in high school and want to re-read as an adult (noted by an asterisk). Others of the list are books I could use a little help from high school teachers or from English or Lit majors!
Must Read Classic Books
East of Eden
Red Badge of Courage
The Awakening
Uncle Tom's Cabin
1984
Animal Farm
Farenheit 451*
Siddartha
Don Quixote
Walden
Utopia
The Prince
The Republic
Canterbury Tales
Invisible Man
Cat on a Hot Tin Roof
A Streetcar Named Desire
The Great Gatsby
A Tale of Two Cities
The Old Man and the Sea
Brave New World
Great Expectations
Lord of the Flies*
Tales of Edgar Allen Poe
Catch 22
Beloved
Grapes of Wrath
A Tree Grows in Brooklyn
So really? Is there a reason that a guy who cashed a bonus check for $21 million a few months ago can't meet the standards for a LINEBACKER? I know your job is to hit people and use your weight to hold the line, but c'mon 92! If I were to cash a check for a cool $21 million I would damn near do as many sit-ups, bicep curls or 2 hour intervals on an elliptical, as Jillian Michaels yelled at me to do. So Jillian, if you're listening - I'm game for $21 million (o.b.o).
Now to Hurston... Zora Neale Hurston that is. In the start-up of 2010 I resolved to read 30 books in 2010. Among the books I have read: Overacheivers by Alexandra Robbins, the entire Harry Potter series by JK Rowling (actually re-read these to gear up for the next cinematic release), the Crucibles of Leadership and the 21 Irrefutable Laws of Leadership. After I wrapped up Harry Potter and the Deathly Hallows I decided that while I indulge in leadership texts I should also become a more well read "classics" gal. So the first of the classics that I have picked up is Their Eyes were Watching God by Zora Neale Hurston.
I am having the most difficult time following the story of this book. I feel like I need to be reading it in a class and that I need some sort of discussion group to help me digest the dialogue. It is truly reading and interpreting another language. I am attempting to get into the story of a strong independent woman (I assume that the lead will start to trek this path) and reading diligently to appreciate this book as an American literary treasure. So far I have gotten more out of reading the time-line of Hurston's life located in the back of the book. If anyone out there can possibly shoot me a hint as to what I am supposed to find in this book, I would greatly appreciate it.
Maybe I am not meant to read fiction. Hopefully, the books you find listed on my new "must read" list offer up a little more at the fiction table. A few of these I read in high school and want to re-read as an adult (noted by an asterisk). Others of the list are books I could use a little help from high school teachers or from English or Lit majors!
Must Read Classic Books
East of Eden
Red Badge of Courage
The Awakening
Uncle Tom's Cabin
1984
Animal Farm
Farenheit 451*
Siddartha
Don Quixote
Walden
Utopia
The Prince
The Republic
Canterbury Tales
Invisible Man
Cat on a Hot Tin Roof
A Streetcar Named Desire
The Great Gatsby
A Tale of Two Cities
The Old Man and the Sea
Brave New World
Great Expectations
Lord of the Flies*
Tales of Edgar Allen Poe
Catch 22
Beloved
Grapes of Wrath
A Tree Grows in Brooklyn
Subscribe to:
Comments (Atom)