A Leader as an Inspiring Developer
Inspiring Developer - Demonstrates skill for effectively developing people and ideas in ways that are authentic and appropriate.
Evidence of Knowledge Acquisition
John Quincy Adams once said, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” One of the key roles of a leader is to inspire people to become all that they can be, to reach their fullest potential. In my personal growth as a leader through the MAiL program, I have deepened my understanding of what it means to be an inspiring developer.
First, leading through developing and maintaining mentoring relationships and creating a mentoring culture within our organizations is important. Lois Zachary (2005) says this, “Because mentoring combines the impact of learning with the compelling human need for connection, it leaves individuals better able to deepen their personal capacity and maintain organizational vitality in the face of continuous challenge and change” (p. xxi). This benefits people on an individual and organizational level. Mentoring helps people deepen their capacity by clarifying their purpose and direction. It helps maintain personal vitality in an environment of continuous challenge and change. As a leader and a student of leadership development, it is my responsibility and calling to help equip those around me to perform to their fullest capacity, and to be able to meet the challenges and changes they will inevitably face. Therefore developing my understanding and skills as a mentor is vital to enhancing my effectiveness as a leader.
Another aspect of being an inspiring developer is in the role as an educator. Leaders are called upon to be teachers, often not in a formal education environment. “Education is not just a cognitive process, not just the transmission of facts and reasons. It is a process that involves the whole person, and so involves deep feelings as well” (Palmer, 1993, p. 115). Education should ignite in an individual a curiosity, a desire to grow and learn more, and ultimately be an agent for change in society. “The root meaning of ‘to educate’ is ‘to draw out’ therefore the teacher’s task is not to fill the student with facts but to evoke the truth the student holds within” (Palmer, 1993, P. 43). As a Christian, education and training take on a whole other dimension, that of equipping individuals to respond to the call in their lives, to be a part of the bigger picture of God’s redemptive story. "Education of this sort [education shaped by Christian spirituality] means more than teaching the facts and learning the reasons so we can manipulate life toward our ends. It means being drawn into personal responsiveness and accountability to each other and the world of which we are a part" (Palmer, 1993, p. 15).
As we look at both the role of mentor and educator it is all about drawing the best out of others and to do this we must become authentic leaders. Bill George (2007) in his book True North, takes us on a journey to authentic leadership by looking at our life’s stories, the crucibles within them and seeing how those have shaped our passions, values, principles, and motivations. It is through this place of authentic leadership that we can focus on bringing out the best in others and empowering them to reach their potential. “When you become a leader, your challenge is to inspire others, develop them, and create change through them” (George, 2007, p. 44).
Interpretation of Knowledge
When I began in the MAiL program, I certainly had the desire to grow as an inspiring developer, particularly in the area of mentoring, but I would have rated myself at a novice level (1), without much understanding or formal experience in this area. My journey of development in this competence really began in my LDRS 516 Leadership Development and Practice class as I read True North by Bill George (2007) and worked through the accompanying workbook, Finding your true north: A personal guide by George, McClean, & Craig (2008). Bill George (2007) said, “Leaders are defined by their unique life stories and the way they frame their stories to discover their passions and the purpose of their leadership” (p. xxxvii). As I examined my unique life story and set it on the backdrop of my passions and values, and considered my strengths and weaknesses, I began to discover the purpose of my leadership particularly as an inspiring developer. I began to embrace the scripture verse in Philippians that says, “press on to take hold of that for which Christ Jesus took hold of me…and press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus” (Philippians 3:12-14 NIV). I discovered a deep desire to identify that purpose and take hold of that for which Christ took hold of me. Doing the life mapping exercise and processing how the pieces fit together, helped me clarify many things about what I valued, what my passions are, what motivates me, and how all of that plays into my leadership. This journey of discovery touched on my intellectual development, my personal discipline, and the way I manage my stress. It helped me clarify my values, my leadership principles, and my ethical boundaries. I examined my spiritual life and my relationships. I learned about vulnerability and authenticity and how to stay balanced in life and how all that contributes to who I am as a leader. Ultimately, I discovered how all these aspects of my life need to be seen as an integrated whole and are incorporated into my leadership style, which sets the stage for effectiveness and fulfillment in leadership. It is this personal discovery that opens the door to being an inspiring developer of others. All this reading and reflection culminated in the development of a Personal Leadership Development Plan, which will be a beacon of light that guides me on the journey of life and leadership.
In LDRS 571 Leadership for A Learning Environment, I discovered a new way of looking at teaching. I learned that “education is not the filling of a pail, but the lighting of a fire” (Yeats). Something shifted in me as I began to see the role of a leader as synonymous with the role of a teacher. I discovered that leadership, like education, is most effective when the leaders learn to listen to the followers, when there is relationship established, when the leader shows empathy, enthusiasm, clarity, and cultural responsiveness, when followers are empowered to make discoveries on their own, when leaders “draw out” the best in others, when leaders help develop the capacity in others to make decisions and take responsibility, and when leaders ignite a fire to pursue the vision. When there is new learning, transformation, and change, that causes a ripple affect of positive influence in the community and world around them, then the teacher or leader has done their job well.
Application of Knowledge
I have had a significant number of opportunities to practice and apply my learning in this competency of being an inspiring developer. In the academic setting, for my LDRS 516 Leadership Development and Practice class, I developed a Mentoring Portfolio, which consisted of designing eight mentoring sessions, and reflecting on a mentoring process that I participated in. This helped me synthesize my thoughts and analyze what I had learned through the mentoring experience and how I still needed to grow. This is something I know I will revisit and draw from in the future in establishing mentoring relationships. I also had the opportunity to put my learning into practice in the area of teaching, by designing and facilitating A Multi-Week Course for LDRS 571. I was surprised how much I enjoyed this experience, having established a new way of looking at the teaching and learning process. I also enjoyed designing two teaching workshops for my LDRS 598 Leadership and Film class, one on Generational Values and the other on Gender Issues. I am hoping to have the opportunity to utilize these in the future.
In my work setting, I was also able to apply my learning. In the summer of 2012, I helped kick-start a young adult group at Grace Church aimed at helping young adults grow in their personal and spiritual development. I lead discussion times and developed relationships through my leadership role. I also organized and facilitated a 10-week discussion group called Starting Point in the summer of 2014. This group provided a safe environment for people to wrestle with their questions about faith and God. Through this experience, I was able to draw from many of the things I learned about effective teaching, adult learning, and group interaction.
On a more personal note, and as a direct result of what I had learned in LDRS 516, I designed and organized a Leadership Development Discussion Group for young women based on the book True North by Bill George (2007) and the accompanying workbook, Finding your true north: A personal guide by George, McClean, & Craig (2008). Even though busy schedules and time constraints didn’t allow us to pursue this to the end, I thoroughly enjoyed the process and I know I will utilize this material in the future. I have been excited to be able to develop ongoing mentoring relationships with three young women, each individually crafted for their personal and spiritual walk. These personal activities have been particularly meaningful and rewarding for me. One of the significant things I identified on this leadership journey was my heart for and desire to develop, encourage, and walk with women through their young adult years as they are discovering who they are and are facing many challenges in that season of life. I know I feel much better equipped to continue to pursue these types of opportunities.
Creation of New Knowledge
Moving forward, I want to continue my growth in the competency of being an inspiring developer, and therefore I have a couple of specific goals for the future. After I have completed my graduate studies, I would like to get involved with the Heart to Heart mentoring program at APU. I think there would be great benefit in connecting with others who are in mentoring roles, and I could learn much. Within the next year, I also want to start a group for young adult women, who aren’t necessarily inside the church circles, and provide an environment for personal and spiritual development. Several of the young women that I currently mentor are very excited about this possibility and reaching out to others. I am also hoping that my new work environment will provide me with the opportunity to mentor, develop and pour into others.
This competency is another area where I feel I have experienced significant growth during my time in the MAiL program and I would now rate myself in the middle of the competent range (3.5). I am excited about future opportunities for growth and giving as an inspiring developer.
Evidence of Knowledge Acquisition
John Quincy Adams once said, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” One of the key roles of a leader is to inspire people to become all that they can be, to reach their fullest potential. In my personal growth as a leader through the MAiL program, I have deepened my understanding of what it means to be an inspiring developer.
First, leading through developing and maintaining mentoring relationships and creating a mentoring culture within our organizations is important. Lois Zachary (2005) says this, “Because mentoring combines the impact of learning with the compelling human need for connection, it leaves individuals better able to deepen their personal capacity and maintain organizational vitality in the face of continuous challenge and change” (p. xxi). This benefits people on an individual and organizational level. Mentoring helps people deepen their capacity by clarifying their purpose and direction. It helps maintain personal vitality in an environment of continuous challenge and change. As a leader and a student of leadership development, it is my responsibility and calling to help equip those around me to perform to their fullest capacity, and to be able to meet the challenges and changes they will inevitably face. Therefore developing my understanding and skills as a mentor is vital to enhancing my effectiveness as a leader.
Another aspect of being an inspiring developer is in the role as an educator. Leaders are called upon to be teachers, often not in a formal education environment. “Education is not just a cognitive process, not just the transmission of facts and reasons. It is a process that involves the whole person, and so involves deep feelings as well” (Palmer, 1993, p. 115). Education should ignite in an individual a curiosity, a desire to grow and learn more, and ultimately be an agent for change in society. “The root meaning of ‘to educate’ is ‘to draw out’ therefore the teacher’s task is not to fill the student with facts but to evoke the truth the student holds within” (Palmer, 1993, P. 43). As a Christian, education and training take on a whole other dimension, that of equipping individuals to respond to the call in their lives, to be a part of the bigger picture of God’s redemptive story. "Education of this sort [education shaped by Christian spirituality] means more than teaching the facts and learning the reasons so we can manipulate life toward our ends. It means being drawn into personal responsiveness and accountability to each other and the world of which we are a part" (Palmer, 1993, p. 15).
As we look at both the role of mentor and educator it is all about drawing the best out of others and to do this we must become authentic leaders. Bill George (2007) in his book True North, takes us on a journey to authentic leadership by looking at our life’s stories, the crucibles within them and seeing how those have shaped our passions, values, principles, and motivations. It is through this place of authentic leadership that we can focus on bringing out the best in others and empowering them to reach their potential. “When you become a leader, your challenge is to inspire others, develop them, and create change through them” (George, 2007, p. 44).
Interpretation of Knowledge
When I began in the MAiL program, I certainly had the desire to grow as an inspiring developer, particularly in the area of mentoring, but I would have rated myself at a novice level (1), without much understanding or formal experience in this area. My journey of development in this competence really began in my LDRS 516 Leadership Development and Practice class as I read True North by Bill George (2007) and worked through the accompanying workbook, Finding your true north: A personal guide by George, McClean, & Craig (2008). Bill George (2007) said, “Leaders are defined by their unique life stories and the way they frame their stories to discover their passions and the purpose of their leadership” (p. xxxvii). As I examined my unique life story and set it on the backdrop of my passions and values, and considered my strengths and weaknesses, I began to discover the purpose of my leadership particularly as an inspiring developer. I began to embrace the scripture verse in Philippians that says, “press on to take hold of that for which Christ Jesus took hold of me…and press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus” (Philippians 3:12-14 NIV). I discovered a deep desire to identify that purpose and take hold of that for which Christ took hold of me. Doing the life mapping exercise and processing how the pieces fit together, helped me clarify many things about what I valued, what my passions are, what motivates me, and how all of that plays into my leadership. This journey of discovery touched on my intellectual development, my personal discipline, and the way I manage my stress. It helped me clarify my values, my leadership principles, and my ethical boundaries. I examined my spiritual life and my relationships. I learned about vulnerability and authenticity and how to stay balanced in life and how all that contributes to who I am as a leader. Ultimately, I discovered how all these aspects of my life need to be seen as an integrated whole and are incorporated into my leadership style, which sets the stage for effectiveness and fulfillment in leadership. It is this personal discovery that opens the door to being an inspiring developer of others. All this reading and reflection culminated in the development of a Personal Leadership Development Plan, which will be a beacon of light that guides me on the journey of life and leadership.
In LDRS 571 Leadership for A Learning Environment, I discovered a new way of looking at teaching. I learned that “education is not the filling of a pail, but the lighting of a fire” (Yeats). Something shifted in me as I began to see the role of a leader as synonymous with the role of a teacher. I discovered that leadership, like education, is most effective when the leaders learn to listen to the followers, when there is relationship established, when the leader shows empathy, enthusiasm, clarity, and cultural responsiveness, when followers are empowered to make discoveries on their own, when leaders “draw out” the best in others, when leaders help develop the capacity in others to make decisions and take responsibility, and when leaders ignite a fire to pursue the vision. When there is new learning, transformation, and change, that causes a ripple affect of positive influence in the community and world around them, then the teacher or leader has done their job well.
Application of Knowledge
I have had a significant number of opportunities to practice and apply my learning in this competency of being an inspiring developer. In the academic setting, for my LDRS 516 Leadership Development and Practice class, I developed a Mentoring Portfolio, which consisted of designing eight mentoring sessions, and reflecting on a mentoring process that I participated in. This helped me synthesize my thoughts and analyze what I had learned through the mentoring experience and how I still needed to grow. This is something I know I will revisit and draw from in the future in establishing mentoring relationships. I also had the opportunity to put my learning into practice in the area of teaching, by designing and facilitating A Multi-Week Course for LDRS 571. I was surprised how much I enjoyed this experience, having established a new way of looking at the teaching and learning process. I also enjoyed designing two teaching workshops for my LDRS 598 Leadership and Film class, one on Generational Values and the other on Gender Issues. I am hoping to have the opportunity to utilize these in the future.
In my work setting, I was also able to apply my learning. In the summer of 2012, I helped kick-start a young adult group at Grace Church aimed at helping young adults grow in their personal and spiritual development. I lead discussion times and developed relationships through my leadership role. I also organized and facilitated a 10-week discussion group called Starting Point in the summer of 2014. This group provided a safe environment for people to wrestle with their questions about faith and God. Through this experience, I was able to draw from many of the things I learned about effective teaching, adult learning, and group interaction.
On a more personal note, and as a direct result of what I had learned in LDRS 516, I designed and organized a Leadership Development Discussion Group for young women based on the book True North by Bill George (2007) and the accompanying workbook, Finding your true north: A personal guide by George, McClean, & Craig (2008). Even though busy schedules and time constraints didn’t allow us to pursue this to the end, I thoroughly enjoyed the process and I know I will utilize this material in the future. I have been excited to be able to develop ongoing mentoring relationships with three young women, each individually crafted for their personal and spiritual walk. These personal activities have been particularly meaningful and rewarding for me. One of the significant things I identified on this leadership journey was my heart for and desire to develop, encourage, and walk with women through their young adult years as they are discovering who they are and are facing many challenges in that season of life. I know I feel much better equipped to continue to pursue these types of opportunities.
Creation of New Knowledge
Moving forward, I want to continue my growth in the competency of being an inspiring developer, and therefore I have a couple of specific goals for the future. After I have completed my graduate studies, I would like to get involved with the Heart to Heart mentoring program at APU. I think there would be great benefit in connecting with others who are in mentoring roles, and I could learn much. Within the next year, I also want to start a group for young adult women, who aren’t necessarily inside the church circles, and provide an environment for personal and spiritual development. Several of the young women that I currently mentor are very excited about this possibility and reaching out to others. I am also hoping that my new work environment will provide me with the opportunity to mentor, develop and pour into others.
This competency is another area where I feel I have experienced significant growth during my time in the MAiL program and I would now rate myself in the middle of the competent range (3.5). I am excited about future opportunities for growth and giving as an inspiring developer.