Campbell’s eloquent 17-stage model is too detailed for our purposes. We have created a six-part learning arc as follows:
- Seminal situation: A significant or defining career event
- Struggle: This seminal situation causes difficulties that have not been encountered before
- Help: Someone or some event provides new skills, learning or insight to help overcome the struggle
- Trial: The new skills, learning or insight are put to the test
- Success: The leader overcomes a set of obstacles and deals with success within the context of the current challenge
- New state: The leader now has a new set of learning, skills or insight to apply broadly
A seminal situation is one in which the leader confronts a problem with the following characteristics:
- Novelty – the experience of being thrust suddenly into a situation that demands “mindfulness”. We find ourselves struggling at first just to understand the nature of the challenge and are even at a loss as to how to proceed.
- Energy – seminal situations are deeply engaging in which we find ourselves struggling but motivated by the struggle.
- Behaviour innovation – seminal situations are those in which the proper path is not laid out before us. We are required to walk it in our own way, innovating as we go. The individual struggles with new challenges that will not yield to their normal way of doing things. This opens the door to some person, some thing or some circumstance helping the individual expand their thinking about how to solve this challenge. The individual goes forward to resolve the problems inherent to this “seminal situation” by “trialling” new approaches. Based on their success in dealing with this situation, the expanded capabilities can be applied to a wider range of scenarios. This learning arc might occur over the course of a conversation, a day, a project or many years. The figure above outlines the learning arc. By looking across the learning arc from a number of different seminal situations, it becomes possible to “dis-cover” a pattern – the themes of a leader’s personal narrative. These themes are even more apparent when multiple people describe the same story arcs from their own vantage point – perhaps in a set of 360o inter- views. These themes demonstrate where the leader has been most productive and where he or she has been non-productive.
The tenets of social leadership
Uncovering themes from these learning arcs is easier when the stories from a leader’s personal narrative can be placed in a framework. We suggest the following framework:
Mindfulness – the capability to maintain and act on four types of awareness: temporal, situational, peripheral and self
Proactivity – the belief that one is in control of one’s own actions and seeing oneself as able to influence events rather than being dragged along by them Authenticity – engendering in others a belief in your own credibility; the ability to build personal trust in a relationship and confront disagreement and competing points of view positively
- Openness to learning, growth and ambiguity – the capacity to act, thrive and learn from situations that are complex, novel and ambiguous
- Social scalability – fluidly communicating separately and jointly to one individual, a small group and the entire organization the external standard to which they are held up.
But in the discovery-based process, where the primary criterion is success in addressing leadership challenges, and the standard is the individual’s own capabilities, growth intent needs to be explicit.
The individual leader, as part of the growth process, purposefully and mindfully identifies the aspects of their own characteristic leader- ship approach that have made them productive in the past and have the opportunity to be extended or enhanced. Similarly, they intention- ally identify the characteristic non- productive conversations, actions and behaviours they will diminish.
Mindful seminal experiences
Seminal situations are set up by significantly changing either the content, the context or the scope of a leader’s responsibility. Also, by limiting the constraints on what they can do to succeed, ensuring there is something real at stake and making sure they will know if they are succeeding along the way. Mindful seminal experiences are those that the individual approaches with a learning mindset and an expectation of growth and change.
creating mindful seminal experiences We now introduce a few changes to this learning arc map to turn it into a proactive growth tool. Have a look at the learning arc on page 65.
Prospective learning arc:
Seminal situation: What significant situations can I involve myself in?
Struggle: For me, what will be the main leadership challenge(s) in this situation?
Help: Where will I find help? What productive theme will I use that I may not previously have contemplated in this type of situation; what unproductive themes will I avoid? What assistance will I need and from where will it come?
Trial: The purposeful conversations, actions and behaviours I will engage in to overcome challenges along the way
Success: What did I do that was productive? Unproductive? Why?
Expand: How can I take what I successfully did in this situation and use it now in other situations. What are those situations?
Trialling fresh approaches
Seminal situations are defined, in part, by the need for “behaviour innovation” – having conversations, taking actions and using behaviours that are not normally within your comfort zone. Leaders begin to consider alter- native conversations, actions and behaviours that can be used authentically to compensate for the past lack of success in this situation. The next stage is to monitor success.
This is about feedback, plain and simple. There are four critical questions to be asking along the way: “what did I do?”; “how were my actions perceived,?”; “did I accomplish my immediate goal?”; and “what were the ramifications of my actions?”
The answers to these questions should lead to continuing or adjusting the types of conversations, actions and behaviours in which you are engaged.
With the recognition of the conversations, actions and behaviours (CABs) that have proved effective and the patterns within a situation that make these CABs relevant, this productive approach can now be expanded to many new situations.
But once again, aren’t standards important? We began this article by suggesting that external standards of leader- ship are harming, rather than helping, develop leaders in the Social Age. In a recent conversation, the head of talent development for a large cloud computing company in the US city of Palo Alto forcefully – and correctly – noted that organization context is critical and impossible to ignore when considering leaders and leadership development. Of course we agree.
The issue is not about standards per se, but what the standards are about. The standards that companies can and should set are outcome standards – the results they are expected to deliver, the challenges they are expected to address and the values they are expected to engender. These outcomes define an organization’s context and are quite legitimate and important standards against which to judge a leader’s success. The danger zone is trying to define how the leader should arrive at these outcomes. The idea that there is one ideal path, and that this is the path that has been walked by successful leaders in the past, is an idea that, perhaps, we need to move beyond.
Sudhanshu Palsule is member of Duke CE’s global educator network and Frank Guglielmo is managing director of Park Consulting. They are authors of The Social Leader: Redefining Leadership for the Complex Social Age.
An adapted version of this article appeared on the Dialogue Review website.
The Social Leader: Redefining Leadership for the Complex Social Age, Frank Guglielmo and Sudhanshu Palsule (2014). Bibliomotion Books + Media, Boston, MA
The Hero With a Thousand Faces, Joseph Campbell, 3rd ed (2008), Novato, Calif, New World Library
We strongly recommend reading either A Hero With A Thousand Faces or The Power of Myth to truly understand this powerful concept of “monomyth”.